Manufacturing Success: Improved Access To Vocational Education in Massachusetts

Manufacturing Success:
Improved Access to Vocational Education in Massachusetts

Northeastern University School of Law
Legal Skills in Social Context
In Conjunction with Massachusetts Communities Action Network
March 26, 2014

Law Office 14:
Daniel Ball
Allison Belanger
Andrew Bridson
Mary Choate
Frances A. Drolette
Jacob Fishman
Nicole Gallerano
Kiel Green
Tiffany Kwong
Cory Lamz
Panida Pollawit
Katherine Stock
Katherine Terenzi

Gabrielle Pingue Fall Lawyering Fellow
Sarah Spofford Winter Lawyering Fellow

Peter Enrich Faculty Supervisor
Elliott Hibbler Research Librarian
Mary OConnell Advising Attorney
"
Table of Contents

I. The Answer is Vocational Education 5
II. Vocational Education: Benefiting the Economy, the State and the Students 7
III. Waiting Lists at MA Vocational Schools: Survey 10
A. Analysis of the Survey Waiting List 10
B. The Survey Underreports the Problem 11
C. Demographic Analysis of the Survey Waiting List 12
1. Underfunding 13
2. Low-income 13
3. Gateway Cities 16
4. Students of Color 16
D. Programs in High Demand and Programs with Vacancies 17
E. Why Does a Waiting List Exist? 17
F. College and Career Readiness 19
IV. Funding 20
A. Annual Education Budget 20
1. Chapter 70 Foundation Budget Formula 20
2. The Annual Foundation Budget Analysis 26
3. Regional School Districts 33
4. Out-of-District Student Funding Problem Creates Vacancies 34
B. Transportation 35
C. Building Assistance and Capital Funding 37
D. Concluding Thoughts on Funding 38
V. Massachusetts is Failing its Obligation to Students Under State and Federal Law 39
A. Massachusetts Has a Constitutional Duty to Provide Access to Vocational Education 39
1. Background on Case Law 39
2. How McDuffy Established the Duty to Provide Education to All 40
3. Hancock Did Not Address the Specific Needs of Vocational Education 41
4. Applying the Constitution and Rose Standards to Vocational Education 42
i. Vocational Education and the Constitution 42
ii. Vocational Education and the Rose Standards? 43
B. Is Massachusetts Current Vocational Education System in Violation of Title VI? 43
1. Title VI Regulations Define Discriminatory Actions 44
i. Title VI Vocational Education Guidelines Greatly Impact the Massachusetts
DESE 45
ii. Title VI Guidelines Define the Scope of DESEs Obligations 45
2. Massachusetts May be Disproportionately Denying Students of Color Access to
Vocational Education 46
3. Distribution of Funds 47
4. Title VI Enforcement Mechanisms 47
i. OCR Interprets Title VI Within Specialized Programs Broadly 48
ii. The Title VI Complaint Process Offers Various Remedies 49
5. Filing a Title VI Complaint May be Imperative to Address the Waiting List Problem
51
C. Leaving No Child Behind: Massachusetts Duty to its Students 51
1. Career and College Readiness is Imperative for All Students 52
2. The Elementary and Secondary Education Act Evolves into No Child Left Behind
53
3. Under its Authorized Waiver, Massachusetts Must Comply with 3 Principles 54

ii
4. Massachusetts Remediation Problem 55
5. Vocational Education Has a Key Role to Play in the 21
st
Century Workforce 56
6. Concluding Thoughts on No Child Left Behind 57
VI. Solutions 59
A. Improving Access to Vocational Education 59
1. Perception of Vocational Schools 59
2. Collecting Waiting List Data as Part of Mandatory Information that Schools Must
Report to Receive State Aid 60
3. Split-Day Scheduling 61
B. Strengthening Vocational Education 61
1. Guaranteed College Credit 61
2. Race to the Top 62
3. Common Tech Core 63
4. High Schools that Work 64
C. Funding 64
1. Chapter 70 64
2. School Building 65
3. Inter-District Transfers 66
4. Dollars Follow Students 67
5. Partner with Local Manufacturers 68
6. Self-Funding 68
7. Austin Polytechnical Academy 68
8. Statewide Vocational Education Planning Board 69
VII. Conclusion 71
VIII. Appendices 73
Appendix D: Survey Methodology 73
Appendix F: Title VI 75
Appendix G: Vocational Education Survey 77
Appendix H: Expenditure Detail of Educational Cost Categories 81
Appendix I: Legal Weight of Title VI Guidelines 83
Appendix J: The Massachusetts Foundation Budget, as of 7/12/2013 84
Appendix L: Minutemans Statement of the Problem 90
Appendix M: Methodology for Figure 6 97
Appendix N: Survey Waiting List Demographics 98
Appendix Y: School to College Report Summary 100
Appendix Z: Five-Year State Data 115
Appendix X-1: Waiting List 175
Appendix K: Foundation Budget Rates for Vocational Enrollments FY12 193

#
Executive Summary

This white paper addresses the need to increase access to vocational education in Massachusetts. It first
explores the context behind why such a need exists.
1
It explains that the Commonwealth has a current
and future need to fill middle-skilled positions, a need in which training more students in vocational
schools can help fulfill.
2
This white paper will then discuss some of the obstacles that prevent vocational
schools from increasing their enrollment capacity, allowing them to accept more students.
3
To gain a
better understanding of the problem of access to vocational education, a survey was conducted to
capture the extent and nature of the waiting lists for vocational high schools.
4
Following an analysis of this
survey is a discussion on the impediments preventing schools from accepting more students.
5
This white
paper explores the complex funding system for vocational schools and reveal some of the inadequacies
in the funding scheme that have made it difficult for schools to increase their enrollment.
6
Massachusetts
legal duties, obligating the state to provide greater access to high quality vocational education will also be
outlined.
7
Lastly, there is a comprehensive list of recommendations as possible avenues to increase
access to vocational education for students in Massachusetts.
8

Context

Education is at the heart of a childs preparation to becoming college and career ready. One-fifth of
students in Massachusetts have the unique opportunity to gain exposure and experience in their
profession by attending a vocational high school.
9
The Commonwealth benefits immensely from
vocational education, because upon graduation students who attend these schools go on and often fill the
middle-skilled labor market, which makes up 44% of all jobs available in Massachusetts.
10
Furthermore, a
study conducted in 2012 projected nearly 100,000 job openings in manufacturing over the next decade.
11

Despite the need to fill these positions, the Commonwealths funding scheme for vocational education
may be inadequate to meet the demands to train middle-skilled workers through vocational education.
12

The vocational track also faces a problem of negative perception.
13
A common misconception for those
with little connection to vocational education is that the vocational career path is for students who are
looking to escape the rigors of a college-centric education.
14
However, the reality is that students who
attend vocational high schools must complete the same Common Core requirements as the students in
college-centric schools, in addition to the vocational curriculum.
15
Most vocational students are very
successful in their programs, which can be readily seen from the relatively higher graduation rates from
vocational schools as compared to college-centric schools (vocational programs graduated 70% or more

1
See infra Part II.
2
As current workers age and retire, manufacturers will need a new generation of skilled workers, pointing to an even greater
need for vocational education; id.
3
See infra Part III.
4
See infra Part III.
5
See infra Part III(E).
6
See infra Part IV.
7
See infra Part V.
8
See infra Part VI.
9
2013-14 Enrollment By Grade Report (District), MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
http://profiles.doe.mass.edu/state_report/enrollmentbygrade.aspx (last visited Mar. 4, 2014, 6:16PM).
10
Massachusetts Forgotten Middle-Skill Jobs: Meeting the Demands of a 21
st
Century Economy, NATIONAL SKILLS COALITION 4
(July 2010), available at http://www.maworks.org/publications/middleskills.report.pdf.
11
See infra p. 10.
12
See infra Part IV(A)(2).
13
See infra p. 9.
14
Id.
15
Id.

2
of their students.).
16
Overall, however, this misperception contributes to a current lack of support and
emphasis on vocational schools, despite the value vocational education offers to its students and the
Commonwealth is beyond its costs.
17

Waiting List Survey

Where there is demand, simple economics dictates that there be a rise in supply to meet that demand. In
order for the Commonwealth to fill 100,000 manufacturing job openings, it needs to train students in these
vocations.
18
However, according to the study conducted for this white paper, which surveyed 66
vocational high schools, vocational schools across Massachusetts have placed over 4,600 students on
waiting lists since 2012.
19
This survey likely grossly underreports the amount of students being denied
access to vocational education, since only approximately half of the vocational schools in Massachusetts
responded to the survey.
20

The survey uncovered the stark reality that schools with students in at-risk populations also had the
highest waiting lists.
21
These at-risk populations include minority students, students whose parents earn
low-income, students whose first language is not English, and students who live in gateway cities.
22

Approximately one-third of the responding schools had the amount of students on the waiting list that was
at least equivalent to 20% of their total enrollment.
23
One particularly striking example is a school that had
a waiting list that had more students on it than their total enrollment for all four grades combined.
24

In the survey, the two main factors that schools cited as barring them from accepting students on the
waiting list were insufficient funding and lack of space.
25

Funding

In-depth research on Massachusetts funding scheme was conducted to better understand potential
causes for the extensive waiting list. Prior to 1993, the Commonwealth left it up to municipalities to fund
their public school systems.
26
The Supreme Judicial Court, in the 1993 McDuffy case, found that this
method of school funding was insufficient to meet the Commonwealths state constitutional duty to
provide an education to all children.
27
The McDuffy decision and the Education Reform Act of 1993
changed the way Massachusetts funded schools through increasing the amount of state aid to all
schools, and establishing a total amount that municipalities had to spend on each school.
28
These
together are known as the Foundation Budget.
29

However, the funding overhaul failed to adequately take into account the specific needs of vocational
education. Regardless of the wealth distribution across Massachusetts, most vocational schools spend
over the Foundation Budget of $12,250 per pupil.
30
In the Foundation Budgets breakdown by enrollment
categories, it was consistently found that four costs in which the vocational schools were provided with

16
See infra pp. 10-11.
17
See infra Figure 6-2.
18
See infra p. 10.
19
See infra p. 13.
20
See infra p. 12.
21
See infra Part III(B).
22
Id.
23
See infra p. 13.
24
Id.
25
See infra Figure 2.
26
See infra p. 46.
27
See infra p. 47.
28
Id.
29
Id.
30
See infra Figure 5.

3
the same amount of funding as college-centric schools, the vocational schools were spending a
significantly higher amount per pupil.
31
Additionally, some schools spent significantly lower than the
Foundation Budget rate in some cost areas, possibly due to their need to shift their budget to cover areas
in which the schools received inadequate funding.
32
With most vocational schools spending above the
Foundation Budget, and also spending above their college-centric counterparts in comparable categories,
a glaring conclusion that has been inevitably reached is that Foundation Budget set by the
Commonwealth is insufficient.
33

Without adequate funding, schools are unwilling and unable to take in more students because it would
lead to a further deficit.
34
Similarly, the ability for vocational schools to expand their student body has
been limited by the amount of capital funding granted for regional schools to build new buildings.
35

Legal Analysis

The finding of large waiting lists and inadequate funding present potential legal claims for advocates of
increase student access to vocational education. The Commonwealths state constitution mandates a
duty to provide an education for children both rich and poor.
36
Low-income students can bring a
constitutional claim that Massachusetts is not meeting its constitutional duty to educate all of its students,
regardless of wealth.
37

Advocates or minority students seeking entrance into the schools that either receive the least funding or
have the largest waiting list can file a Title VI of the Civil Rights Act of 1964 complaint with the federal
Department of Education Office of Civil Rights against the Commonwealth for being disproportionately
denied access to vocational education.
38
More generally, students currently in poorly funded and poorly
performing schools could raise the issue that Massachusetts may be in violation of the spirit of its
Elementary and Secondary Education Act (ESEA) Flexibility Request to be exempt from No Child Left
Behind (NCLB) by not complying with the promise it made in its Request to ensure that every student is
college and career ready.
39

Solutions

This section of the white paper proposes many ways of improving access to vocational education. One
strategy is to increase the physical capacity of vocational schools by utilizing different school schedules to
accommodate more students, and building new school buildings for schools with large waiting lists.
40

Another way to increase capacity is to obtain more funding, through either the state or private sources, to
pay for the cost of educating each student that is added into the classroom.
41
Other recommendations
include the adoption of alternative curricula and looking to other model states, to make the curricula more
complementary to the vocational programs.
42

31
See infra p. 30.
32
See infra p. 31.
33
Id.
34
See infra p. 13.
35
See infra p. 43.
36
See infra pp. 46-47.
37
See infra Part V(A)(4).
38
See infra Part V(B)(2).
39
See infra p. 60.
40
See infra Parts VI(A)(3), VI(C)(2).
41
See infra Part IV(C).
42
See infra Part VI(B).

4
Each of these figures represents 92 students being denied access to vocational education.

5
The solid base I received from the Drafting Program gave me a leg up on every job
so far in my career.

-Erik. Joseph P. Keefe Technical School.
I. THE ANSWER IS VOCATIONAL EDUCATION

Students and parents alike often feel that middle school students must continue into high school with the
eventual goal of pursuing a bachelors degree to have any competitive advantage when looking for
employment after high school. However, todays college students graduate without the training required
for most jobs in todays market.
43

Given this, it is more important than ever to address the challenge of preparing students for the changing
economy. It is time to move away from a singular, college-centric track and look to alternatives. A
vocational technical track has a key role to play in preparing todays young people for the future job
market. Providing students with both academic and technical training puts them in a superior position to
succeed in their post-secondary lives.

From Franklin County to the Montachusett, students attending vocational high schools in Massachusetts
have benefitted from vocational educations dual goals of college and career readiness. Ed Demetrion,
who attended Roger L. Putnam Vocational Technical Academy, stressed that the technical education he
received at Putnam exceeded anything taught at colleges he had considered attending.
44
My grades in
college were upper B's to all A's with very little effort on my end because of my previous training at
Putnam, Demetrion said. When I went on to a career in my chosen field, I was prepared for whatever
task was given me, Demetrion explained.
45
According to one student at North Shore Technical High
School, [the school] set[s] the tone for who you should be and who you can be and when those two
people meet, youre going to be someone special.
46

Faculty and educators alike at vocational institutions also stress their commitment to providing students
with both academic and technical excellence. Kristin Doherty, a school counselor at North Shore, detailed
the students many options after graduating from the vocational program. We work on a career plan so
that all students have a very realistic goal for themselves. And theyre finding schools and programs that
best fit their needs, Doherty said.
47
To James Laverty, superintendent at Franklin County Technical High
School, Franklin is more than a school it is a community of educators, craftsmen and support
personnel, providing students with necessary skill sets to continue on to college, the work place or a
combination of both."
48

Academics Program Principal Michael Murphy of Greater New Bedford Vocational Technical High School
similarly emphasized that technical students are more successful because they are working twice as hard
as those on the traditional track: Not only are they striving for their high school diploma, they are learning

43
See infra p. 10; see also infra Part V(C)(1).
44
Alumni Testimonials, ROGER L. PUTNAM, VOCATIONAL TECHNICAL ACADEMY,
http://www.putnamacademy.com/apps/pages/index.jsp?uREC_ID=194759&type=d&termREC_ID=&pREC_ID=392605 (last
visited Feb. 5 2014, 12:00 PM).
45
Id.
46
Noteworthy News & Links, NORTH SHORE TECHNICAL HIGH SCHOOL, http://www.nsths.net/noteworthy-news/ (last visited Mar. 8,
2014, 12:15 AM).
47
Id.
48
James Laverty, Technical Programs, FRANKLIN COUNTY TECHNICAL SCHOOL, http://www.fcts.org/faculty/mrt.html (last visited Mar.
8, 2014, 12:04 AM).

6
the voc-tech component. It takes a very special person to graduate from Greater New Bedford Regional
Vocational Technical High School.
49

Although technical programs are providing students with much more than a traditional high school
experience by adding a strong focus on career-readiness, it is becoming increasingly difficult for these
schools to increase enrollment numbers, and adequately train them for the growing middle-skilled job
market.
50
Thousands of students are denied a place in a Massachusetts technical high school because
Massachusetts is not adequately providing the resources these institutions need to respond to the needs
of the growing middle-skilled job market.
51

The Massachusetts Department of Elementary and Secondary Education owes it to the public school
students wishing to enter these schools, to the technical institutions training these students and to the
employers of Massachusetts, to adequately support vocational high schools so that they can respond and
train their students for the growing job market.
52

This white paper addresses the need to better support vocational high schools, which have a crucial role
to play in Massachusetts economic future. Detailed below is the educational and economic context in
which vocational high schools operate and the projected shortage of properly qualified workers for the
growing sector of middle-skilled positions.
53
The next section goes on to describe how thousands of
students lack access to vocational programs, how vocational schools are funded, and why Massachusetts
must continue to refine and recalibrate its public education system to prepare students for the job market
of the future.
54
This white paper provides a review of the obstacles that vocational high schools face in
trying to serve students. This white paper discusses in great detail the schools waiting lists and the effect
of the underlying funding formula on shortages of space and lags in achieving essential curricular
enhancements.
55
An in-depth legal analysis is provided below, outlining a series of potential claims based
on violations of students rights.
56
Finally, a set of solutions is proposed to address the obstacles
vocational high schools face.
57
The goal of these proposals is to allow Massachusetts to boast that its
public education system values and supports its vocational high schools as much as it does its college-
centric counterparts.

49
Administration, GREATER NEW BEDFORD REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOL,
http://www.gnbvt.edu/Administration/Administration.htm (last updated Nov. 26, 2013).
50
See infra Part III(C)(1); see infra IV(A)(2); see infra V(C).
51
See infra Part III(A); see infra Part V(C).
52
See infra Part V(A)(2); see also, Part V(C)(1).
53
See infra Part II.
54
See infra Part III; see infra Part IV(A); see infra Part IV(A)(2)-IV(C).
55
See infra Part III-IV.
56
See infra Part V.
57
See infra Part VI.

7
Im more prepared as I leave this school to go
out in the real world and work and start a
business.

Student. Essex Agricultural and Technical School.
II. VOCATIONAL EDUCATION:
BENEFITTING THE ECONOMY, THE STATE AND THE STUDENTS

Vocational education is a successful pathway to a career. Rather than preparing students solely for
college, vocational education allows students to discover interests that the traditional college-centric
curriculum does not, and trains students to pursue these interests after high school in preparation for a
career.
58
Massachusetts has 77 vocational schools statewide, with programs varying widely among
interests; from cosmetology to technical manufacturing, there is an option for a wide range of students.
59

Unfortunately, vocational education faces a perception problem: it is the alternative. Many proponents of
the traditional academic track view vocational education as the easy way out, assuming vocational
students are not subjected to the same rigorous college preparatory coursework as traditional students.
This is not the case. Not only are vocational students preparing for a potential career in their field of
interest, but graduates of vocational high schools are also ready to go on to two- and four-year colleges.
The state has also recognized this need to increase outreach and change the perception of vocational
education and careers. The Commonwealth of Massachusetts launched an Advanced
Manufacturing Collaborative, which includes a program to educate parents, teachers, students and
guidance counselors about manufacturing careers in Massachusetts and their benefits.
60

Vocational students take the same
Massachusetts Comprehensive
Assessment System (MCAS) tests as
traditional students.
61
In order to
graduate, vocational students need to
take academic courses drawn from the
same Common Core Curriculum as
those students in college-centric high
school programs, as well as the
individual requirements of their
vocational coursework.
62
This vocational
education work often includes
experiential or hands-on learning
components exclusive to the program.
63
Far from being the easy way out, vocational education represents
a very early commitment to hard work and personal success. Massachusetts is required by law to support
these students paths just as it supports the college preparatory path.
64
If vocational education were to be
supported to the same degree as a college preparatory education, it is likely that the Commonwealth
would greatly benefit.

58
Education Board Adopts Common Core Standards to Keep Massachusetts Students National Leaders in Education,
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION (JUly 21, 2010),
http://www.doe.mass.edu/news/news.aspx?id=5634.
59
School/District Profiles: Organization Search: Ch. 74 Career/Voc Tech Education., MASS. DEPT. OF ELEMENTARY AND SECONDARY
EDUC., http://profiles.doe.mass.edu/search/search.aspx?leftNavId=(last visited Mar. 1, 2014).
60
Advanced Manufacturing Collaborative, EXECUTIVE OFFICE OF HOUSE AND ECONOMIC DEVELOPMENT,
http://www.mass.gov/hed/economic/initiatives/manufacturing/advanced-manufacturing-collaborative.html (last visited Feb. 14,
2014, 12:04 AM); see infra Part I.
61
Education Board Adopts Common Core Standards to Keep Massachusetts Students National Leaders in Education, supra
note 58; see Vocational Technical Education Programs, COMMUNITY RESOURCES INFORMATION, INC.,
http://www.massresources.org/vocational-technical.html (last visited Mar. 8, 2014).
62
Education Board Adopts Common Core Standards to Keep Massachusetts Students National Leaders in Education, supra
note 58; see, Vocational Technical Education Programs, supra note 61.
63
Vocational Technical Education Programs, supra note 61.
64
See, e.g., infra Part V(A); see also, infra Part V(C)(3).

8
In a turbulent economic climate, vocational education can be a road toward a stable and productive
career. In particular, vocational programs can provide excellent preparation for careers in
manufacturing.
65
Staying Power II projected that Massachusetts will have nearly 100,000 job openings in
the manufacturing field over the next decade.
66
As current workers age and retire, manufacturers will
need a new generation of skilled workers, pointing to an even greater need for vocational education.
67
A
career in manufacturing is particularly attractive: annual salaries in this sector average $75,000,
68
more
than the average in health care, education, real estate or government.
69

Vocational education can also prepare students for careers in an array of other fields that provide strong
salaries and respectable work, including cosmetology, dental and medical assistance, agriculture and
electrical equipment repair and installation.
70
Annual salaries in these fields range from $30,000 to
$50,000.
71
The average worker with only a high school diploma makes $29,000 annually therefore
vocational education can help students make $1,000 to $28,000 more than these counterparts.
72
Thus,
vocational education can be a very sound investment for the larger state economy and the students own
future.
73

Vocational education provides students with the means to positively impact their economy, when
measured against vocational students secondary- and university-educated counterparts. In 2012
researchers found that education enhances economic growth, [and] in turn growth increases education
as per capita income rises.
74
Most notably, economic productivity growth was highest among vocational
education students when considered in terms of public expenditures on education.
75
By contrast,
university- and secondary-education graduates reported decreased productivity numbers per public
expenditure.
76

In Massachusetts, 71 out of 77 schools (92%) with vocational programs graduated 70% or more of their
students.
77
Only 80% of high schools without vocational programs can make the same assertion.
78
If
vocational schools successfully graduate a larger percentage of their students than college preparatory
programs,
79
and have the greatest impact on the economy in terms of public expenditure
80
that is, the
biggest return on the publics tax dollars why does vocational education have a lower priority than
college-centric high schools?

65
BARRY BLUESTONE ET AL., STAYING POWER II A REPORT CARD ON MANUFACTURING IN MASSACHUSETTS 83 (2012).
66
Id.
67
Id. at 14.
68
Id. at 31.
69
Id.
70
Chapter 74 Manual for Vocational Technical Education Programs, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND
SECONDARY EDUCATION 11-13 (2011), available at http://www.doe.mass.edu/cte/programs/manual.pdf (last updated Dec. 19,
2011).
71
May 2012 State Occupational Employment and Wage Estimates Massachusetts, BUREAU OF LABOR STATISTICS, UNITED STATES
DEPARTMENT OF LABOR http://www.bls.gov/oes/current/oes_ma.htm#47-0000 (last modified Dec. 18, 2013).
72
Id.
73
Natl Ctr. For Educ. Statistics, Fast Facts: Income of Young Adults, INSTITUTE OF EDUCATION SCIENCES
http://nces.ed.gov/fastfacts/display.asp?id=77 (last visited Feb. 3, 2014, 4:24 PM).
74
Tam Bang Vu, David L. Hammes, & Eric Iksoon Im, Vocational or university education? A new look at their effects on
economic growth, 117 ECON. LETTERS 426, 426-28 (2012).
75
Id.
76
Id.
77
Graduation Rates, MASSACHUSETTS DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION,
http://www.doe.mass.edu/infoservices/reports/gradrates/ (last updated Jan. 24, 2014).
78
Id. (66 out of 293 college-centric schools had a graduation rate of more than 70% of their students).
79
Id.
80
Tam Bang Vu, David L. Hammes, & Eric Iksoon Im, supra note 74, at 426-28.

9
Instead of admitting eager students, vocational schools across the state are forced to place students on
waiting lists, admitting them only when physical space or funding becomes available.
81
The current
Massachusetts funding statute creates a complex roadblock that is preventing students from being
admitted to these vocational schools.
82
Capital funding dramatically impacts a districts ability to expand,
83

and transportation costs block many students from reaching certain desired schools.
84
Most critically, the
state aid given to districts that include a vocational school likely underestimates the true cost of vocational
education.
85
To complicate the funding scheme even further, some issues arise out of the differences in
funding for municipal and regional school districts: municipal school districts are funded by one local
municipal, while regional school districts are funded by any two ore more municipalities who choose to
combine their public school districts.
86
Consequently, it can be inferred that students must either stay in
their current high schools academic program until a space opens up or graduate with insufficient skills,
only to take the university path that may not advance their career goals.

Blocking students access to vocational education is bad public policy. These waitlisted students are
typically from low- to- moderate-income households.
87
Unlike wealthy students, they probably cannot
choose a private school if a college-centric public school is a poor fit. Underfunding vocational education,
which impacts the access to and quality of it, is also a bad choice for Massachusetts, as it ignores the
Commonwealths opportunity to educate the middle-skilled workforce its economic future requires.

81
See infra Part III(A); see also, infra Appendix W.
82
See infra Part VI.
83
See infra p. 43.
84
See infra Part IV(B).
85
See infra Part IV(A)(2).
86
ROGER HATCH, FOUNDATION ENROLLMENT 1 (2007), available at
http://www.doe.mass.edu/finance/chapter70/enrollment_desc.pdf.
87
See infra Appendix X-1.

10
III. WAITING LISTS AT MA VOCATIONAL SCHOOLS: SURVEY

Vocational education helps prepare students for viable careers that will benefit the Commonwealth of
Massachusetts.
88
However, Massachusetts students face numerous barriers to accessing vocational
programs. Obstacles include inadequate funding to vocational programs, insufficient space to
accommodate more students, and lack of staff to provide appropriate instruction.
89
The effect of these
obstacles is profound; thousands of children cannot access vocational programs.
90
Well over 4,000
students are waiting to be admitted into their preferred vocational program, and it is likely that many more
students wish to pursue vocational education but have not applied to the programs.
91
The aforementioned
barriers, and others, impede a students ability to access vocational education, which could prepare them
for vibrant careers. The effect on the students is of great concern because the economic opportunity to fill
critical needs in the workforce is lost, in turn, it will likely negatively impact the health of the
Massachusetts economy.

In order to assess the extent of the access gap, a survey of 66 vocational schools in Massachusetts was
completed to determine the extent of vocational schools waiting lists.
92
Of the schools surveyed, 32
responded (Responding Schools), representing approximately 41% of all vocational schools.
93
The
following provides an analysis of the survey and the barriers it revealed.

A. Analysis of the Survey Waiting List

There are more than 4,600 students on waiting lists for vocational programs.
94
Schools across the
Commonwealth of Massachusetts struggle to admit all of the students that desire to participate in their
programs and prepare themselves for a career.
95
These schools are located in various areas of the state,
from schools in Western Massachusetts to those in the southeast, from Gateway Cities, such as
Lawrence and Fall River, to the more rural areas of the state.
96

88
See supra p. 10.
89
90
91
92
Two surveys were conducted, one in 2012 and one in 2013. Their combined results are analyzed throughout this section. The
surveys were sent to schools that are members of the Massachusetts Association of Vocational Administrators. Not all vocational
schools in the state are members of this association. A detailed summary of the survey methodology, including an explanation of
how duplicate answers, the challenges of combining surveys from two different years, and inconsistent responses, were dealt
with is included in Appendix D; see infra Appendix D; see infra Appendix X-1.
93
The schools listed in the footnote represent the smallest subsection of schools discussed in the in-text sentence. A list of the
Responding Schools and how their names will be abbreviated in this sections footnotes: Assabet Valley Regional Technical High
School (Assabet), Attleboro High School (Attleboro), B.M.C, Durfee High School (Durfee), Bay Path Regional Vocational
Technical High School (Bay Path), Bristol County Agricultural High School (Bristol), Bristol-Plymouth Regional Technical School
(Bristol-Plymouth), Cambridge Rindge & Latin School (Cambridge), Diman Regional Vocational Technical High School (Diman),
Essex Agricultural and Technical High School (Essex), Franklin County Technical School (Franklin), Greater Lawrence
Technical School (Greater Lawrence), Greater New Bedford Regional Vocational Technical High School (Greater New Bedford),
Lower Pioneer Valley Educational Collaborative (Lower Pioneer), Lynn Vocational Technical School (Lynn), Madison Park
Technical Vocational High School (Madison Park), McCann Technical School (McCann), Medford Vocational Technical High
School (Medford), Minuteman High School (Minuteman), Montachusett Regional Vocational Technical School (Montachusett),
Nashoba Valley Technical School District (Nashoba), Norfolk County Agricultural High School (Norfolk)
North Shore Technical High School (North Shore), Old Colony Regional Vocational Technical High School (Old Colony),
Pathfinder Regional Vocational Technical High School (Pathfinder), Quincy Area Vocational Technical Center (Quincy), Roger L.
Putnam Vocational Technical Academy (Roger Putnam), Salem High School (Salem), Smith Vocational and Agricultural High
School (Smith), Southeastern Technical Institute (Southeastern), Tri-County Regional Vocational Technical High School (Tri-
County), Upper Cape Cod Regional Technical School (Upper Cape), Whittier Regional (Whittier); See infra Appendix D; see infra
Appendix X-1.
94
95
96
Gateway cities are defined through Massachusetts law as: a municipality with a population greater than 35,000 and less than
250,000, a median household income below the commonwealth's average and a rate of educational attainment of a bachelor's
degree or above that is below the commonwealth's average; Mass. Gen. Laws Ann. ch. 23A, 3A (West). These cities include:

11
$The solid base I received from the Drafting
Program gave me a leg up on every job so
far in my career.

Erik. Joseph P. Keefe Technical School.

The survey waiting list revealed the stark reality that schools are unable to accommodate a significant
number of students applying to vocational schools.
97
This is best illustrated by focusing on communities
with the greatest access problems.
98
Almost one-
third of the Responding Schools indicated there
was a 20% greater demand for their programs
than they could admit.
99
Diman Regional
Vocational Technical High School in Fall River
had more students on the survey waiting list than
enrolled in the school.
100
If it had the ability to
admit all of the students from its waiting list, the
school population of Essex Agricultural and
Technical High School could grow by almost 70%
over 475 people.
101
Similarly, programs at
Norfolk County Agricultural High School and
North Shore Technical High School each have a
demand for more than 470 spots, representing
more than half of the students already enrolled in the programs.
102
The demand to be admitted into the
vocational programs of New Bedford, Palmer, Bristol, Springfield and the Upper Cape is 20% greater than
the number of students they can accommodate.
103
Each of these communities could have their vocational
programs educate at least another 20% of students, and that may be enough to keep the students in
school through graduation.
104
In absolute numbers, nine schools had at least 200 students on their
respective survey waiting lists.
105
An additional four schools had well more than a hundred students
waiting for acceptance.
106
Massachusetts economy is being denied the contribution of thousands of
educated workers.
107

B. The Survey Underreports the Problem

While the number of students captured on the survey is striking, there is reason to suspect that it provides
an underestimate of the actual number of students who miss out on the opportunity to participate in
vocational education.
108

The discrepancy between the number of students on the waiting lists reflected through the survey
responses and the true number of students denied access to vocational schools can be partially
explained through limitations in the survey methodology.
109
First only half of the schools surveyed

Brockton, Fall River, Fitchburg, Haverhill, Holyoke, Lawrence, Lowell, New Bedford, Pittsfield, Springfield, Worcester, Barnstable,
Chelsea, Chicopee, Everett, Leominster, Lynn, Malden, Methuen, Quincy, Revere, Salem, Taunton, and Westfield. BENJAMIN
FORMAN & TYLER CREIGHTON, BUILDING VIBRANCY: CREATIVE PLACEMAKING, STRATEGIES FOR GATEWAY, CITY GROWTH AND RENEWAL 5
(July 2012).
97
98
99
100
1,399 survey waiting list and 1,386 enrolled; see infra Appendix X-1.
101
102
103
See infra Appendix W.
104
105
School name (number of students on its waiting list): Diman (1399), Greater New Bedford (513), Essex (330), Norfolk (321),
Roger Putnam (305), North Shore (248), Montachusett (205), Southeastern (201), and Greater Lawrence (200); Id.
106
School name (number of students on its waiting list): Pathfinder (158), Upper Cape (137), Bay Path (136), and Bristol (135);
see infra Appendix X-1.
107
108
109

12
responded, which leaves a high possibility that there were more students on waiting lists than were
actually accounted for in this survey.
110
Secondly, the survey was not distributed to all vocational schools,
as the authors did not have access to all of the schools administrators to contact for distribution.
111

Thirdly, unlike actual enrollment numbers, which schools must keep accurate to receive funding, waiting
list numbers are tracked on a voluntary basis by school administrators and as such are not met with the
same accountability standards, which could lead to inaccuracies or underreporting.
112

The survey also likely understates the interest in vocational schools because school staff may alter their
behavior based on the known problem in accessing vocational schools. For example, guidance
counselors may be aware of the long waiting lists in their community, and, knowing that it is unlikely for all
interested students to be admitted, they may advise some students to not apply.

In addition, students behaviors may be altered due to misconceptions about the quality of vocational
programs and common misperceptions about vocational education overall. Students who may otherwise
be interested in the programs offered by vocational schools may not know about the benefits associated
with the vocational path.
113
In some districts, the local vocational school also may have a bad reputation,
whether or not such a reputation is warranted. In these communities, students who would otherwise like
to begin targeted career education may not want to sacrifice other academic opportunities by attending a
vocational school. Interested students who decline to apply because of their misperception of vocational
education will be absent from the survey waiting lists.

Each of these factors indicates that the survey likely underrepresents the true number of students who
would benefit from access to the states oversubscribed vocational schools.

C. Demographic Analysis of the Survey Waiting List

While the survey showed that many schools were unable to accommodate a large number of students,
the demographic analysis of the survey waiting list revealed particular relationships between the
demographics and the schools with the greatest access problems.
114
Specifically, the survey revealed a
striking trend: Responding Schools receiving the least funding had long waiting lists, they served
communities with many of the most at-risk populations, and they are largely in gateway cities.
115
Five out
of the seven most underfunded schools have waiting lists ranging from 80 to 513 students, with four of
them having waiting lists that exceed 15% of the total number of students enrolled.
116
Of these five
underfunded schools with waiting lists, all of them have greater than average populations of low-income

110
See infra Appendix X-1; see infra Appendix W.
111
112
603 MASS. CODE REGS. 10.03 (West, Westlaw current through Feb. 14, 2014, Register #1254).
113
The state has begun a program to focus on misconceptions about vocational education and careers in manufacturing. See
Advanced Manufacturing Collaborative, EXECUTIVE OFFICE OF HOUSE AND ECONOMIC DEVELOPMENT,
http://www.mass.gov/hed/economic/initiatives/manufacturing/advanced-manufacturing-collaborative.html (last visited Feb. 14,
2014, 12:04 AM); see infra Part I (describing the merits of vocational education and the job opportunities for students).
114
115
The demographic information used to analyze the waiting list results was compiled from publicly available school profiles
DESE data from 2013, the most current data available. This demographic data is based on the student population of the school
itself, not the waiting list. Currently, schools neither collect nor analyze demographic information of students on their waiting list.
So, the demographics of the schools were used as a proxy for that information as it is the closest indicator available; The degree
of underfunding was determined using spending quintiles. Massachusetts Budget and Policy Center, divides schools into five
funding categories, quintiles, depending on the amount of combined local and state funding they spend.
115
The schools that
receive the most funding are labeled as being in the fifth quintile while the ones with the least funding are in the first quintile; see
infra Figure 2; see infra Appendix D (describing methodology).
116
School name (number of students on its waiting list; percent of students on the waiting list as a percentage of total enrolled):
Greater New Bedford (513; 23.9), Pathfinder (158; 23.87), Roger Putnam (305; 23.75), Greater Lawrence (200; 15.29), and
Durfee (80; 3.51); see infra Appendix X-1.

13
students, 39 to 89.5%.
117
More than half of the schools that are more underfunded also have a greater
than average percentage of students whose first language is not English.
118
Not surprisingly, the
populations of the most underfunded schools have remediation rates above the state average; most of
these schools had 60% or more of their graduates requiring remedial coursework upon graduation.
119
In
contrast, none of the best-funded schools have significant survey waiting lists.
120
This exposes the direct
relation between funding and access problems many of the schools face with regard to the number of
students on their waiting lists.
121

Minuteman provides a prime example of the very different picture in a better-funded vocational school.
122

Minuteman, which has vacancies and could accommodate additional students, has lower than average
populations of low-income students, students of color, and students whose first language is not English.
123

Less than half of its graduates need to take remedial courses.
124
However, as is described in the Section
IV, Funding, funding issues regarding the difficulty in the reimbursement process for students from
outside their district act as a disincentive for schools like Minuteman to accept more out of district
students even if it has the space.
125

1. Underfunding

The degree to which a school is underfunded is the largest indicator of whether that school has a survey
waiting list, showing a pervasive access problem for schools with limited resources.
126
Massachusetts
Center for Policy and Budget divides schools in Massachusetts into five funding categories, quintiles,
depending on the amount of combine local and state funding they spend.
127
The schools that receive the
most funding are labeled as being in the fifth quintile while the ones with the least funding are in the first
quintile.
128
Nearly 80% of students on the survey waiting list are at schools in the bottom two funding
quintiles.
129
Twelve of the 16 Responding Schools in the lowest two quintiles have survey waiting lists.
130

Ten of the 16 schools in the bottom two spending quintiles have populations with a percentage of low-
income students greater than the state average.
131
Four of the five largest survey waiting lists are from
schools in the bottom two quintiles.
132

2. Low-Income

117
The state average of low-income students is 38.3%. School name (percentage of low-income students): Greater New Bedford
(52.3), Pathfinder (39), Roger Putnam (89.5), Greater Lawrence (78.2), Durfee (69.9); see infra Appendix X-1.
118
The state average of students whose first language is not English is 17.8%. School name (percentage of student whose first
language is not English): Greater New Bedford (19.3), Roger Putnam (30.9), Durfee (25.4), Lynn (61.2); see infra Appendix X-1.
119
The state average of remediation rates is 36.4%. Roger Putnam (79), Greater New Bedford (69), Pathfinder (65), Greater
Lawrence (60), Lynn (59), Durfee (47), McCann (44%); see infra Appendix X-1.
120
Only three of the Responding Schools were in the most well-funded quintile. School name (number of students on the waiting
list): Madison Park (0), Cambridge (0), Minuteman (5); See infra Appendix X-1.
121
122
See infra Appendix X-1
123
124
125
See infra Part IV.
126
127
See infra Figures 6-1, 6-2, 6-1.
128
129
3,611 students on the survey waiting list are from schools in the lowest two funding quintiles out of 4,629 students on waiting
lists from all of the Respondent Schools; see infra Appendix X-1.
130
School name (number of students on the waiting list): Diman (1399), Greater New Bedford (513), Essex (330), Roger Putnam
(305), Montachusett (205), Southeastern (201), Greater Lawrence (200), Pathfinder (158), Bristol (135), Durfee (80), Plymouth
(65), and Attleboro (20); see infra Appendix X-1.
131
The state average of low-income students is 38.3%. School name (percent of low-income students): Roger Putnam (89.5),
Lynn (87.7), Greater Lawrence (78.2), Durfee (69.9), Greater New Bedford (52.3) Southeastern (56), Greater New Bedford
(52.3), Franklin (51.4), McCann (39.5), Pathfinder (39), and Diman (47.5); see infra Appendix X-1.
132
School name (Spending quintile; number of students on the waiting list): Diman (2; 1399), Greater New Bedford (1; 513),
Essex (2; 330), and Roger Putnam (1; 305); See infra Appendix X-1.

14

The survey also revealed a trend between low-income populations, waiting lists and remediation rates.
133

Schools with low-income students above the state average constituted over 60% of the survey waiting
list.
134
Seven of the 10 schools with the greatest percentages of low-income students also have
populations of students of color that are above the state average, four of which also have waiting lists.
135

Seven of the 10 lowest income schools are in gateway cities, and over half of these have waiting lists.
136

Eight of the 10 lowest income schools also have higher than average populations of students whose first
language is not English.
137
The populations in all of the low-income schools required remediation at higher
rates than the state average.
138

133
Low-income schools are those schools with populations that have a higher than average rate of students that are low-
income as defined by the Department of Elementary and Secondary Education (DESE); See infra Appendix N.
134
135
The state average for students of color is 35.1%. School name (percent students of color; number on waiting list): Roger
Putnam (87.5; 305), Greater Lawrence (80.2; 200), Southeastern (42.6; 201), Quincy (44.5; 15); See infra Appendix X-1.
136
The low-income schools in gateway cities with waiting lists; school name (number of students on the waiting list): Roger
Putnam (305), Greater Lawrence (200), Durfee (80), Quincy (15); Greater New Bedford (513); See infra Appendix X-1.
137
The state average of students whose first language is not English is 17.8%. School name (percent of students whose first
language is not English): Roger Putnam (30.9), Madison Park (54.2), Lynn (61.2), Durfee (25.4), Salem (30), Southeastern
(19.1), Quincy (23.9), Greater New Bedford (19.3); See infra Appendix X-1.
138
Data from two schools was not reported on the DESE website. States average remediation rate is 36.4%. School name
(percent of students that required remediation): Roger Putnam (79), Madison Park (74), Lynn (59), Greater Lawrence (60),
Durfee (47), Southeastern (85), Greater New Bedford (69), Franklin (65); See infra Appendix X-1.

15

Figure 1. Percent of Low-Income Students: 200 or More on Waiting List. From the waiting list survey, the top nine schools
shown above had at least 200 students on their waiting list. This graph displays the percentage of low-income students for each
vocational school, as well as the average of low-income students across the state.

16
I go to Bristol Aggie, and one day I want to
own my own business.

Student. Bristol County Agricultural High School.
3. Gateway Cities

Gateway cities have some of the largest survey waiting lists, indicating a high interest in attending
vocational schools, yet these schools are most vulnerable to being underfunded.
139
Students in Gateway
cities account for a disproportionately high portion of students on survey waiting lists, demonstrating
heightened demand to vocational schools for students in these areas.
140
Schools in Gateway cities
account for 40% of the Responding Schools yet over 60% of students on survey waiting lists come from
these schools.
141
All but three of the schools in Gateway cities are in the lowest two quintiles of funding.
142

Of the 16 schools in the bottom two funding categories, 10 are in Gateway cities.
143
Almost half of the
schools in Gateway cities have populations of students whose first language is not English that were
greater than the state average.
144
Eight have low-
income populations above the state average.
145

Eight of the schools in gateway cities have
remediation rates at or above 50%.
146

4. Students of Color

Survey data revealed that students of color are
likely being disproportionately denied services to
vocational programs.
147
This observation is
discussed further in Part V(B): Is Massachusetts
Current Vocational Education System in Violation
of Title VI?, but the statistics and limitations will
be introduced here for reference.
148
Of the eight schools with a greater than average minority population,
half of them had survey waiting lists and three of them had survey waiting lists greater than 15% of the
current enrollment.
149
More than 37% of the schools with a percent of students of color greater than
average have significant survey waiting list.
150
Half of the schools with large populations of students of
color are in the bottom two funding quintiles.
151
Of the 32 responses received, only eight were from
schools with populations with a higher minority population than the state average.
152

139
140
141
142
School name (funding quintile): Greater Lawrence (1), Lower Pioneer (2), Roger Putnam (1), Lynn (1), Durfee (1), Greater
New Bedford (1), Diman (2), Attleboro (2), Bristol (2), Montachusett (2); See infra Appendix X-1.
143
Same schools listed in the preceding footnote; See infra Appendix X-1.
144
The state average for students whose first language is not English is 17.8%. School name (percent of students whose first
language is not English): Roger Putnam (30.9), Lynn (61.2), Durfee (25.4), Greater New Bedford (19.3), Salem (30), Quincy
(23.9); See infra Appendix X-1.
145
The state average for low-income students is 38.3%. School name (percent of low-income students): Greater Lawrence
(78.2), Roger Putnam (89.5), Lynn (87.7), Durfee (69.9), Greater New Bedford (52.3), Diman (47.5), Salem (57.2), Quincy (53.8);
146
School name (percent of student requiring remediation): Greater Lawrence (60), Roger Putnam (79), Lynn (59), Greater New
Bedford (69), Diman (62), Bristol (50), Montachusett (63), Whittier (69); See infra Appendix X-1.
147
148
See infra Part V(B).
149
The state average of students of color is 35.1%. School name (percent of students of color; number of students on the waiting
list as a percentage of the total enrolled): Roger Putnam (87.5; 23.75), Greater Lawrence (80.2; 15.29), Southeastern (42.6;
16.02); See infra Appendix X-1.
150
Name of school (number of students on the waiting list): Roger Putnam (305), Greater Lawrence (200), Southeastern (201);
151
The of students of color is 35.1%. Name of school (funding quintile; percent of students on the waiting list): Roger Putnam (1;
87.5), Lynn (1; 82.8), Greater Lawrence (1; 80.2), Southeastern (2; 57.4); See infra Appendix X-1.
152

17
These results fail to account for several large metropolitan areas with high populations of students of
color that did not respond to the survey, including Holyoke, Brockton, Lowell, Somerville and Worcester,
among others.
153
Data from these major cities may indicate a stronger trend of disproportionate lack of
access to vocational programs for students of color.
154

D. Programs in High Demand and Programs with Vacancies

Many schools have vacancies in programs that are in high demand elsewhere.
155
For example, nine
schools responded that they had available seats in their Carpentry programs, while four other schools
responded that they had a waiting list for Carpentry.
156
A similar trend exists for Design and Visual
Communications programs: four schools had survey waiting lists, and five other schools had vacant
seats.
157
Of the 29 different types of programs that had vacant seats in at least one school in the state, 26
of those programs had at least one other school with a waiting list for the very same program.
158

Some of the programs most often cited as having vacancies were Carpentry, Engineering Technology,
Early Education and Care, Culinary Arts, Automotive Technology, Office Technology, Information Support
Services and Networking, Graphic Communications and Design and Visual communications.
159

Across the state, the number of students on survey waiting lists far exceeded the number of vacant
seats.
160
There is an estimated 666 vacancies in total, but 4,629 students are on survey waiting lists
hoping to enroll in vocational programs.
161
While vacancies may seem like an access issue, they also may
serve as a solution. Although there are only 666 empty seats, if those could be filled, it would provide 666
more students with an education they desire and one that the economy needs.
162

E. Why Does a Waiting List Exist?

The survey asked schools to rank four explanations for their survey waiting lists: (1) Lack of Physical
Space; (2) Lack of financial resources, staff and/or equipment for more students; (3) Student did not get
their first choice; and (4) Administrative hold or clerical issues.
163

The data makes clear that lack of space and financial resources are the two primary concerns for
vocational schools, as 76.2% of Responding Schools cited these as the most important reasons for their
survey waiting lists.
164
Additionally, 36.8% cited a lack of financial resources/staff/equipment as the most

153
154
155
156
Schools with waiting lists for Carpentry: Diman, Nashoba, Roger Putnam, and Upper Cape. Schools with vacancies in
Carpentry: Assabet, Attleboro, Cambridge, Lower Pioneer, Madison Park, Medford, Minuteman, Quincy, and Smith; see infra
Appendix X-3.
157
Schools with waiting lists for Design and Visual Communications: Attleboro, Durfee, Nashoba, and Roger Putnam. Schools
with vacancies in Design and Visual Communications: Cambridge, Lower Pioneer, Madison Park, Medford, and Minuteman; see
infra Appendix X-3.
158
159
160
161
162
163
These four reasons for waiting lists were developed by vocational education experts based on their understanding of the most
likely reasons students could not be admitted to a school. This question was only included in the 2013-2014 survey. Responding
Schools in this subsection refers to the 19 schools that responded to this question; See infra Appendix D (complete
methodology); see infra Appendix X-2.
164
The following schools ranked one or both of lack of physical space and lack of financial resources, staff and/or equipment for
more students as the most important reason for their survey waiting list: Durfee, McCann, Minuteman, Attleboro, Lower Pioneer,
Nashoba, Quincy, Diman, Medford, Montachusett, Smith, Upper Cape, and Roger Putnam; see infra Appendix X-2.

18
important reason for having a survey waiting list,
165
and 33.3% of Responding Schools put lack of financial
resources as one of the top two reasons for the schools survey waiting list.
166
An additional 23.8% of
schools claimed students were unable to get into their first choice program as the primary reason for
being on the survey waiting list.
167
Clerical or administrative issues were not cited as a significant factor for
a schools survey waiting list.
168

165
The following schools cited lack of financial resources/staff/equipment as the most important reason for their waiting list:
Durfee, McCann, Minuteman, Attleboro, Lower Pioneer, Nashoba, and Quincy; see infra Appendix X-2.
166
The following schools cited lack of financial resources, staff, and/or equipment as one of the top two reasons: Durfee,
McCann, Minuteman, Attleboro, Lower Pioneer, Nashoba, Quincy, Diman, Medford, Montachusett, Smith, Upper Cape, and
Madison Park; see infra Appendix X-2.
167
The following schools cited the fact that students did not get into their first choice school: Attleboro, Nashoba, Quincy, Smith,
and Assabet; see infra Appendix X-2.
168

19
Figure 2.
169
Top Reasons Students Were Not Admitted from the Waiting List. Schools cited lack of space as their biggest
barrier for admitting students (42.9%). Two additional reasons for waiting list barriers of enrollment were inadequate funding
(33.3%) and students not getting their first-pick schools (23.8%).

169

20

F. College and Career Readiness

The survey waiting list indicates a lack of access to vocational education, but if a student is able access
vocational programs, she often goes on to pursue post-secondary education.
170
Vocational students
receive additional rigorous coursework by being not only prepared to enter the workforce, but also to be
fully prepared for post-secondary education.
171
These students are increasingly choosing to continue their
education and/or technical training after high school.
172
According to the Massachusetts Department of
Education, 73% of students who graduated from a vocational or technical high
school between 2007 and 2011 chose to continue their education.
173
Nearly 46% went on to a two- or four-
year college program, whereas only 26% joined the workforce immediately after high school."
174

Although an increasing number of vocational students choose to continue with their education and/or
technical training, the number of these students who require remediation is significant.
175
According to the
Massachusetts Board of Higher Education, 56.7% of students graduating from a vocational or technical
school are required to take remedial courses.
176
Although these students may wish to continue with their
education, they have to first overcome the hurdle of remedial coursework. As discussed in Part V:
Massachusetts is Failing its Obligation to Students Under State and Federal Law, requiring students to
pursue remedial courses after post-secondary schooling is both cost-ineffective and detrimental to the
success of these students.
177

As the survey waiting list revealed, the most underfunded schools had long survey waiting lists, serving
communities with many of the most-at risk populations and that are largely in gateway cities.
178
Obstacles
that create access problems included lack of resources/staff and lack of physical space as the top two
reasons for the waiting list.
179
In addition to these hurdles, the populations of the most underfunded
schools have remediation rates above the state average, contributing to the high percentage of students
graduating from vocational and technical schools who are required to take remedial courses after
graduation.
180
If students are not college and career ready upon graduation, they may miss out on
opportunities to continue their post-high school training for the workforce through post-secondary
education. As Section VI: Funding describes, these obstacles relate directly to the funding issues
pertaining to state aid and resources laid out by the state legislature.
181

170
171
ACHIEVE INC., COMMON CORE STATE & CAREERS AND TECHNICAL EDUCATION: BRIDGING THE DIVIDE BETWEEN COLLEGE AND CAREER
READINESS (KSA-Plus Communications, Inc. ed., 2012), available at http://www.achieve.org/CCSS-CTE-BridgingtheDivide.
172
173
See infra Appendix Z.
174
175
176
MASS. BD. OF HIGHER EDUC. & MASS. DEPT. OF EDUC., MASSACHUSETTS SCHOOL-TO-COLLEGE REPORT HIGH SCHOOL CLASS OF 2005
ii (2008).
177
See infra Part V.
178
See infra Appendix X
179
See infra Appendix W.
180
See infra Appendix X.
181
See infra Part VI.

21
IV. FUNDING

The public educations current funding scheme is potentially limiting the resources vocational high
schools have to educate all the students wishing to pursue a vocational career path. The issues pointed
out in this section are consistent with the top reasons given for the survey waiting list for vocational
schools, such as lack of physical capacity and funds for programs, students, staff and equipment.
182
In
addition, state aid provided to schools for transportation has steadily decreased as the costs have
increased.
183
The funds that are presently allocated to vocational education in Massachusetts are likely
insufficient to meet the current spending, which has increased above state funding. If vocational
education programs are to be the answer to the needs of the states labor market, vocational education
will need more funds allocated to its programs to increase access and improve quality.

This section explains the basics of the funding system and explores how they affect access to and the
quality of vocational education, as well as identifies and explains the problems therein associated with the
states funding system.

A. The Annual Education Budget

1. Chapter 70 Foundation Budget Formula

To understand Massachusetts budget for its public school system, Chapter 70 must also be explained.
184

The Chapter 70 Foundation Budget formula is Massachusetts budgetary scheme for providing for a
system of state and local public education funding of the municipal and regional school districts.
185
The
Education Reform Act of 1993 created this program in response to growing concerns about the adequacy
and equity of school funding in Massachusetts.
186
In developing the Educational Reform process, the
state legislature developed a model school budget, created by an economist and a group of
superintendents.
187
This model school budget provided a formula with the goal of ensuring that each
school district had sufficient funds to provide an adequate education to all its students.
188

182
183
See Transportation: Resources, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION,
http://www.doe.mass.edu/finance/transportation/ (last updated July 5, 2013).
184
Although Chapter 74 is the general statute that governs vocational schools and programs, approved Chapter 74 vocational
programs are funded the same way as regular public high schools through Chapter 70. Chapter 74-approved vocational technical
education programs must be approved by the Massachusetts Department of Elementary and Secondary Education pursuant to
Massachusetts General Law Chapter 74 and the Vocational Technical Education Regulations. Chapter 74 Vocational Technical
Education Program Directory, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION 3, available at
http://www.doe.mass.edu/cte/programs/directory.pdf (last visited Mar. 8, 2014).
185
School Finance: Chapter 70 Program, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION,
http://www.doe.mass.edu/finance/chapter70/ (last updated Feb. 13, 2014).
186
Luc Shuster, Demystifying General Local Aid in Massachusetts, MASSACHUSETTS BUDGET AND POLICY CENTER (January 20,
2012), available at http://www.massbudget.org/report_window.php?loc=demystifying_general_local_aid.html.
187
MASS. DEPT. OF ELEMENTARY AND SECONDARY EDUC., THE MASSACHUSETTS FOUNDATION BUDGET (2013), available at
http://www.doe.mass.edu/finance/chapter70/chapter_cal.pdf (this document is reproduced as Appendix J).
188
See infra Appendix J.

22
When I came to Keefe Tech, I knew I
wanted a career working with children,
but didnt know exactly what that would
be. The Early Childhood Education
Program allowed me to experience
working with several age groups, and
helped me choose the right one for me.

Tamara. Joseph P. Keefe Technical School.
There are four steps to the formula, which, in
combination, determine the funds each
school district will have to provide an
education and who will pay for how much of
that amount.
189
First, the Foundation Budget
is calculated, which reflects the total
spending requirement necessary to
education all of the districts students.
190

Second, the formula determines how much
the local community is required to contribute
toward funding the Foundation Budgets total
spending requirement.
191
Third, Chapter 70
Aid allots state funds to make up the
difference between the Foundation Budget
and the required local contribution.
192
Fourth,
some districts may opt to contribute above
their Foundation Budget after Chapter 70 Aid
is determined.
193

Step 1: The Foundation Budget. The initial step in establishing a districts Chapter 70 funding is to
calculate the Foundation Budget.
194
Generally, the budget is developed based upon the number of pupil
enrollments for the district, multiplied by established cost rates depending on the type of student for
different cost categories.
195

Enrollment Numbers
The enrollment numbers are based on the number of students for whom a school district is financially
responsible for on October 1 of the previous year.
196
It includes the number of students who are attending
the local municipal school and the regional school district.
197
For a municipal district, it includes students
enrolled in the districts schools, including any vocational students enrolled in the municipal districts
vocational school.
198
For a regional vocational school district, it includes the vocational students from any
member municipalities who attend the regional vocational school.
199
A calculation will never include both
students attending a municipal district school who are attributed to the municipal districts Foundation
Budget and students attending a regional district who are attributed to the regional districts
Foundation Budget.
200
It does not include tuitioned-in students from other districts because they are
included in their own districts Foundation Budget.
201

189
Technically, Step 4 happens after the full Chapter 70 formula Foundation Budget has been calculated and the funds are
allocated in Steps 2-3 rather than part of the formula itself; MASS. BUDGET AND POLICY CTR., DEMYSTIFYING THE CHAPTER 70
FORMULA: HOW THE MASSACHUSETTS EDUCATION FUNDING SYSTEM WORKS 1-2 (2010), available at
http://www.massbudget.org/reports/pdf/Facts_10_22_10.pdf.
190
MASS. BUDGET AND POLICY CTR., DEMYSTIFYING THE CHAPTER 70 FORMULA: HOW THE MASSACHUSETTS EDUCATION FUNDING SYSTEM
WORKS 1-2 (2010), available at http://www.massbudget.org/reports/pdf/Facts_10_22_10.pdf.
191
Id. at 2.
192
Id. at 2.
193
Id. at 2.
194
Id. at 1-2.
195
196
ROGER HATCH, FOUNDATION ENROLLMENT 1 (2007), available at
197
Id. at 1.
198
Id. at 1.
199
Id. at 1.
200
Id. at 1-2.
201
Id. at 1.

23
Two additional points are worth noting. Home districts have to pay for Chapter 74 non-resident students
whose home vocational districts do not offer the particular program they are seeking. Those students are
counted in the home districts enrollment numbers. Additionally, if a town is a member of a regional
vocational district, its resident pupils who attend the regional vocational school are not counted in local
district enrollment. The vocational district reports those pupils, and Chapter 70 Aid goes directly to the
vocational district.
202

Enrollment Categories
Each student in the districts total enrollment is placed into one of 10 enrollment categories: pre-
school/half day kindergarten, full-time kindergarten, elementary, junior/middle school, high school, limited
English proficiency pre-school/kindergarten, limited English proficiency full time and vocational
students.
203
While these 10 categories count each individual in each category, there are four more
enrollment categories, which are counted differently: tuitioned-out special education students, tuitioned-in
special education students, low-income elementary students and low-income secondary students.
204
The
foundation formula assumes that a certain percentage of the foundation enrollment will need some
degree of special education.
205
The enrollment number for low-income students is determined by using
the preceding years actual number of low-income elementary, middle school, high school, bilingual, and
vocational students, and one-half the preceding years actual number of low-income kindergarten and
pre-school students.
206

Cost Categories
Each enrollment category has its own fixed cost rate for each of the educational cost categories, which
is adjusted for inflation each year.
207
The cost categories reflect the areas needed to be funded to provide
an education to Massachusetts students, not including capital costs, as determined by the legislature.
The state currently uses 11 cost categories: administration, instructional leadership, teachers, other
teaching services, professional development, instructional materials/equipment and tech,
guidance/psychology, pupil services, maintenance, benefits, and special education tuition.
208
Based on
these calculations, each pupil in the enrollment count generates a specific cost in each category.
209
The
number of each pupil in each enrollment category is multiplied by that categorys educational cost rate to
determine how much each different type of student will cost to educate.
210
The additional costs for the
special education and low-income categories are added to the districts Foundation Budget as well.
211

202
Id. at 1.
203
Id. at 3.
204
Low-income students include those who are eligible for free or reduced lunches regardless of residence or tuition-paying
status; Id. at 4.
205
Id. at 4.
206
The low-income elementary enrollment number is multiplied by $3,393, and the low-income secondary enrollment number is
multiplied by $2,744. MASS. GEN. LAWS ANN. ch. 70 2 (Current through the 2013 1
st
Annual Session and Chapter 1 of the 2014
2
nd
Annual Session); see also, Chapter 70 Aid: FY14 Budget, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION 6 (Feb. 14, 2014, 12:34 AM) http://www.doe.mass.edu/finance/chapter70/chapter_14.pdf.
207
Chapter 70 Aid: FY14 Budget, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION, 6 (July 12, 2013)
http://www.doe.mass.edu/finance/chapter70/chapter_14.pdf; NOAH BERGER & JEFF MCLYNCH, PUBLIC SCHOOL FUNDING IN
MASSACHUSETTS: WHERE WE ARE, WHAT HAS CHANGED, AND OPTIONS AHEAD 2-3 (2006), available at
http://www.massbudget.org/reports/pdf/Public_School_Funding-Where_We_Are_What_Has_Changed_-_FINAL.pdf.
208
In 1993 there were 18 cost categories that were organized into six Foundation Budget base costs: base year payroll,
foundation non-salary, base year expenses, the professional development allotment, expanded program allotment, extraordinary
maintenance allotment, and book and equipment allotment. This number of categories was reduced to 11 effective in the 2007
budget as submitted by Governor Romney in January 2006, and enacted by the Legislature. The eleven cost categories more
closely mirror how districts actually track and report their spending to the Department of Education. MASS. GEN. LAWS ANN. ch. 70
2 (West, Westlaw current through the 2013 1st Annual Session and Chapter 1 of the 2014 2nd Annual Session); see also
Appropriations Fiscal Year 2007 Budget, 2006 Mass. Legis. Serv. Ch. 139 (2006), available at
https://malegislature.gov/Laws/SessionLaws/Acts/2006/Chapter139; see infra Appendix J.
209
210
211
Chapter 70 Aid: FY14 Budget, supra note 207, at 6.

24

Figure 3 on the next page shows the cost rates in each educational cost category for all 14 different
enrollment categories for FY 2012 provided by the Massachusetts Department of Elementary and
Secondary Education (DESE).
212
Some cost rates are higher for some enrollment categories. Specifically,
some costs for regular high school students will be the same as vocational students, while other costs will
be higher for vocational students.
213
For example, classroom and specialist teachers, professional
development, operations and maintenance, and employee benefits and fixed charges are higher for
vocational. However, as Figure 3 indicates, the other categories remain the same for both types of high
school students.
214
Some enrollment categories will naturally have higher total costs due to the fixed cost
rates.
215

The difference in cost rates is necessary to maintain the education of vocational students, as some
aspects of their education justifiably cost more.
216
For example, vocational teachers have higher salaries
because they likely have more classroom experience and are more likely to participate in professional
development activities, such as postsecondary education courses.
217
Additionally, the purchase and
maintenance of vocational instructional equipment is a significant added expense for vocational
education.
218
Equipment in vocational programs must be up to date with current industry standards in
order to properly prepare students for establishing careers after graduation.
219

Once these differences in the cost to educate vocational students are taken into account, a regular high
school student costs $8,033.70, while a vocational high school student costs $12,250.07.
220
To determine
the Foundation Budget, the number of students in each enrollment category is multiplied by its own fixed
cost in each eleven educational cost categories.
221
Then, all of the totals are added up to determine that
districts Foundation Budget.
222

212
See infra Figure 3.
213
See e.g., FY12 Chapter 70 and Net School Spending Formula Spreadsheet, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND
SECONDARY EDUCATION (June 29, 2011), http://www.doe.mass.edu/finance/chapter70/chapter_12.html.
214
See infra Figure 3.
215
See infra Figure 3.
216
STEVEN KLEIN, FINANCING VOCATIONAL EDUCATION: A STATE POLICYMAKERS GUIDE 4 (Ann Dykman ed., 2001).
217
Id. at 6-8.
218
Id. at 9-10.
219
Id. at 9.
220
Complete Formula Spreadsheet: FY12 Chapter 70 and Net School Spending Formula Spreadsheet, MASSACHUSETTS
DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION (June 29, 2011), available at
http://www.doe.mass.edu/finance/chapter70/chapter_12.html.
221
Id.
222
Id.

25

Figure 3.
223
The cost rates for each enrollment type for each educational cost category, specifically regular high school and
vocational enrollment cost rates.
224
The yellow highlights indicate that high schools and vocational schools are receiving the
same amount of money, whereas, the green highlights indicate the cost categories for which vocational schools receive more
funding [than college-centric high schools].
225

Step 2: Required Local Contribution. Once the Foundation Budget is calculated, the second step is to
calculate the required local contribution.
226

The sources to pay for the Foundation Budget come from both state aid and local revenue. The local
contribution is the districts ability to provide funding for the minimum spending requirement determined
by the Foundation Budget.
227
The required local contribution was intended to recognize that communities
should contribute to school funding needs according to their ability.
228
Their ability to pay is determined by
the incomes and property values of their different cities and towns.
229
Since wealthier cities and towns
generate greater local revenues through higher property values, the formula was designed to have an
equalizing effect, so poorer districts would receive more state aid than wealthier ones.
230
As will be
discussed below, the formula may give more state aid to the poorer cities and towns to help reach their
Foundation Budget spending; however, wealth distribution problems may still exist notwithstanding the
formulas goal of having an equalizing effect.
231

Each districts ability to contribute to its Foundation Budget will vary depending on the residents incomes
and property values of the respective cities and towns.
232
While each districts contribution itself is not
equal, the contribution rates are the same.
233
For example, in fiscal year 2011, local contributions were
determined by adding 0.3% of each towns total property values to 1.4% of the income earned by the
towns residents.
234
Once the local contribution has been determined, the state aid is calculated.
235

223
Id.
224
Id.
225
Id.
226
WORKS 2 (2010), available at http://www.massbudget.org/reports/pdf/Facts_10_22_10.pdf.
227
Id. at 1-2.
228
Id. at 2.
229
Id. at 2.
230
Id. at 2.
231
See id.
232
See id.
233
Id.
234
Id. at 2.
235
Id.

26

Step 3: Chapter 70 Aid. The third step is filling in the gap between the districts required local
contribution and its Foundation Budget with Chapter 70 Aid from the state.
236
This ensures that every
district meets its Foundation Budget.
237

Step 4: Additional funds. The fourth step is the option for cities and towns to provide additional funding
beyond the Foundation Budget.
238
Cities and towns are only required to provide funding based on their
calculated required local contribution, and then Chapter 70 Aid will contribute funds to meet the
Foundation Budget.
239
However, wealthier towns may choose to contribute more, and many districts do
spend substantially above their Foundation Budgets.
240

Figure 4, below, shows an example of Chapter 70 funding for two sample districts.
241
It compares the
Foundation Budget total (step 1) with the total actual budget spent per each district after the required local
contribution (step 2), the Chapter 70 Aid (step 3) and the extra local contribution (step 4) is determined.
242

Figure 4.
243

236
Id.
237
Id.
238
Id.
239
Id.
240
Id.
241
See infra Figure 4.
242
See infra Figure 4.
243
Id. at 2.

27

2. The Annual Foundation Budget Analysis

There are three core issues associated with the Chapter 70 formula for vocational education. First, the
Foundation Budget uses the enrollment numbers from the previous year, which neglects to account for
waiting list students.
244
Second, the formula likely understates the additional costs necessary to educate a
vocational education student.
245
There is also a third issue regarding the overall annual Foundation
Budget and its wealth distribution.
246

Neglecting Future Enrollment
The fact that the budget neglects to fund future enrollment, creates a problem for vocational school
districts with high demand. Schools within these high-demand districts are forced to place students on
waiting lists instead of enrolling them.
247
In contrast, a regular school district needs to serve all students in
its enrollment count, so future students will always be included in the next years enrollment numbers, and
will then be funded, albeit with a one-year delay. If the enrollment numbers do not reflect future
enrollments, districts will never be able to receive enough funding to address the issues that prevent them
from accepting more students from the waiting list.

As the waiting list survey revealed, the degree to which a school is underfunded is the largest indicator of
whether a school has a survey waiting list.
248
Vocational schools have expressed explicitly that they do
not have enough funds or resources to take students off their waiting lists, limiting access to their
249
In addition, if schools are being underfunded in relation to their current enrollment
numbers, they will likely never be able to accommodate more students from their waiting lists without
additional funds to address their lack of resources. Additional considerations to incorporating the waitlist
numbers into the Foundation Budget formula are discussed further in Part VI: Solutions.
250

Underestimating the Actual Cost to Educate a Vocational Student
The formula may underestimate the true additional cost of each vocational student. It is likely that the
funding vocational education requires is even greater than that provided by the formula.
251
The model
school budget created by the legislature was created in 1993, and therefore it is based on an education
cost structure that looked differently than it does today.
252
The waiting list survey revealed that 38.8% of
the Responding Schools cited a lack of financial resources, staff, or equipment as the most important
reason for having a survey waiting list.
253
With the growing demand for vocational education, schools
cannot accommodate more students on the waiting list if vocational schools do not receive adequate
funding for their current enrollment numbers.

The chart in Appendix K: Foundation Budget Cost Rate Comparisons compares the Foundation Budget
cost rates given to vocational students by the Chapter 70 formula with the actual amounts that a number
of regional vocational schools spend on each of their vocational students.
254
It also compares the

244
See e.g., Roger Hatch, Foundation Enrollment 1 (2007), available at
245
Id.
246
See supra Figure 6.
247
248
See supra p. 16.
249
250
See infra Part VI.
251
Chapter 70 Aid: FY14 Budget, supra note 226, at 5.
252
See id.
253
254
See infra Appendix K.

28
vocational enrollment category total cost with each schools actual total spending per pupil for all 11 cost
categories.
255

Figure 5.
256
Foundation Budget Rates for Vocational Enrollments for FY 2012. The number next to the name of the school
indicates the wealth codes, with (1) representing the least wealthy municipalities, and (5) representing the wealthiest
municipalities. The Foundation Budget of $12,250 (light blue) is contrasted to the amount of actual expenditures for each school
(dark blue).
257

In the cost rate categories in which the vocational education enrollment category receives more funding,
the schools are on average spending around the Foundation Budget cost rate or slightly higher.
258

255
The total spending per pupil expenditures includes funding from all sources except capital costs. This includes the general
fund appropriations calculated by the Chapter 70 Foundation Budget formula, additional appropriations in districts that have
raised funds above the Foundation Budget, grants from federal, state and private sources; tuition, school lunch, athletic funds,
and other targeted receipts; and spending from funding sources on all school functions except capital items, such as school
construction. The total expenditure per pupil is the total of all spending divided by the total full-time equivalent average
membership. See infra Appendix K; see also Profiles Help: About the Data, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND
SECONDARY EDUCATION, http://profiles.doe.mass.edu/help/data.aspx (last updated July 29, 2013).
256
This data was gathered from the DESE website by using the dropdown menu and choosing various schools. Total
Expenditure Per Pupil, All Funds, By Function, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION,
http://profiles.doe.mass.edu/profiles/finance.aspx?orgcode=00050000&orgtypecode=5& (last visited Mar. 8, 2014, 5:02 PM).
257
258
Future research topics should explore whether the cost rate categories in which vocational education receive more funding is
inadequate as well. A possibility as to why the sample schools seem to be spending near the Foundation Budget amounts in the
categories where they do get extra funding is because they cannot get any more additional funding and not because those
greater cost rates are actually adequate. This could also explain why some schools, such as Nashoba Valley Technical School,
spend only $5,142 per pupil on classroom and specialist teachers as opposed to the allotted $6,168. See infra Appendix K;
Complete Formula Spreadsheet: FY12 Chapter 70 and Net School Spending Formula Spreadsheet, MASSACHUSETTS

29
However, in the categories in which the cost rates are the same for both college-centric high school
students and vocational education students, vocational schools are spending significantly higher amounts
per pupil.
259
These cost rates are administration, instructional leadership, other teaching services,
guidance and psychological and pupil services.
260

A few reasons why vocational schools are spending more money in these cost rate areas could be traced
to the breakdown of what is included in each category. The 11 education cost categories are broken into
subcategories.
261
For example, both regular and vocational high schools receive the same cost rate for
instructional leadership.
262
However, that category includes Building Technology.
263
As already noted,
the makeup of a vocational high school will vary greatly from a regular academic high school, especially
in the technology and equipment areas.
264
A school that has programs in agriculture, construction,
mechanics, technical and communications will certainly need specialized building equipment to provide
for the hands-on learning in those careers. It may be that the instructional leadership category as a whole
seems similar for both vocational high schools and regular academic high schools; however, when the
categories are broken down into subcategories, there may be some distinct characteristics of each
subcategory that would require a different cost rates for vocational education versus regular academic
education.

Additionally, some schools spend significantly less than the Foundation Budget rate in some cost
areas.
265
This may suggest that the school is forced to allocate its funds to higher priority cost categories
in which it is not receiving enough funding to compensate for its needs. This cost shifting forces the
school to spend less than the proper amount in some cost rate categories. For example, Greater New
Bedford Regional Vocational Technical spent more than $1,697 per pupil on instructional materials,
equipment and technology almost $500 above the allotted amount and only $35 per pupil on
professional development almost $150 less than the allotted amount.
266
While equipment and
technology may be more important in the vocational school setting, professional development is still
important, even though a school may spend less than the foundation rate in the latter to spend more in
the former.
267

The Chapter 70 Foundation Budget formula is potentially underestimating the true cost of educating a
vocational student when looking at the specific cost category information. Further analysis of the total
number of vocational schools would confirm this trend and likely indicate that vocational schools need to
spend more per pupil than the vocational enrollment category formula budget total.
268
A deeper analysis
on the spending in the subcategories of each of the 11 educational cost rate categories, including a full
description of what each subcategory entails, is needed to show where specifically vocational education
requires more funding. This, along with some additional trend analysis illustrated below for vocational
spending compared to regular education and for spending by wealth district, may further reinforce the
findings in the cost category analysis. However, the cost category analysis, like the additional spending
analysis below, is a starting point that may lead to a deeper review of the data analyzed thus far, as well

DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION (June 29, 2011), available at
http://www.doe.mass.edu/finance/chapter70/chapter_12.html.
259
Complete Formula Spreadsheet: FY12 Chapter 70 and Net School Spending Formula Spreadsheet, supra note 258.
260
Id.; see infra Appendix K.
261
A full detailed list of what each cost category includes can be found in Appendix H: Expenditure Detail of Eleven Educational
Cost Categories. See infra Appendix H.
262
Complete Formula Spreadsheet: FY12 Chapter 70 and Net School Spending Formula Spreadsheet, supra note 258.
263
264
STEVEN KLEIN, FINANCING VOCATIONAL EDUCATION: A STATE POLICYMAKERS GUIDE 4 (2001).
265
See analysis infra Appendix K.
266
267
See STEVEN KLEIN, supra note 264, at 9-10.
268
See analysis infra Appendix K.

30
as to additional research topics to try to initiate a reevaluation of the Chapter 70 Foundation Budget cost
for vocational education. These additional research topics are discussed further in the Part VI: Solutions.

Wealth Distribution Problem
In addition to underestimating the true cost of educating vocational students, the fact that the cost rates
have not kept pace with the true cost of educating a vocational student seems to be causing a
disproportionate negative impact on less wealthy communities.
269
As noted, the districts total spending
requirement is defined as the Foundation Budget, but a district may choose to spend other resources
above the Foundation Budget amount.
270
Further, Figure 6-2 illustrates that in virtually every wealth district
the increase in spending is greater for schools offering regular education than for vocational schools.
271

These factors suggest that the Chapter 70 Foundation Budget formula generally favors wealthier districts
since they are able to make up the difference between what appears to be the true cost and the likely
underestimated Foundation Budget, while low-income communities are unable to fill this potential
deficiency. See Figures 6-1, 6-2, 6-3.

Figures 6-1, 6-2, and 6-3 provide information that is similar to the cost category analysis above, but
focuses on spending comparisons between FY 2006 and FY 2012. For this comparison, the analysis
looks further at spending by wealth district and, like the cost category information, spending for regular
education as compared to vocational education. However, it is important to note some limitations in the
data. First, those bars in Figure 6-1 and Figure 6-2 labeled Vocational High School School do not
include any individual school that offers both regular and vocational education within the same school.
The reason for this exclusion is because the costs of college-centric versus vocational education within
the school could not be isolated. This likely means that the data set used for the vocational spending
analysis is reasonably accurate. However, the data used for the college-centric education spending
includes all other non-vocational schools in the city or town. While this means that the strict comparison
for vocational education compared to college-centric education is not presented, it is likely that the
disparities are skewed such that the college-centric education amounts per pupil are actually greater than
what might be found in a comparison of college-centric schools as a whole. With the exception of the
special education category, all other schools spend less per student than vocational education or high
school education. The total expenditure of special education as a proportion of all spending in
Massachusetts is not enough to offset the amount that is likely skewed downward (see Figure 3).
272

269
Source data for wealth categories from DESE site for Combined Effort Yield, as extracted and categorized by the
Massachusetts Budget Policy Center into five quintiles; see infra Figure 6-1; see infra Figure 6-2; see infra Figure 6-3.
270
WORKS 1-2 (2010), available at http://www.massbudget.org/reports/pdf/Facts_10_22_10.pdf.
271
Roger Hatch, School Finance: Statistical Comparisons FY12 Expenditures Per Pupil, All Funds, MASSACHUSETTS
DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCation, http://www.doe.mass.edu/finance/statistics/ppx12.html (last updated
Feb. 26, 2013).
272
See supra Figure 3.

31

Figure 6-1.
273
This figure shows that the districts in the higher wealth districts have higher per pupil expenditures than lower
wealth districts. This figure also suggests that per pupil expenditures has risen dramatically since FY06.

273
See infra Appendix M (for methodology).

32

Figure 6-2.
274
This figure shows the percent changes between FY06 and FY12 for each of the wealth districts. For instance, in
FY12, vocational schools in wealth district 1 received 10.2% more funding than they did in FY06. This figure suggests that
funding for vocational schools in the higher wealth districts has decreased since FY06, while funding for vocational schools in
lower wealth districts has increased. Conversely, the funding for college-centric schools remains roughly the same across wealth
districts.

274

33

Figure 6-3.
275
Vocational schools actual expenditures per student compared to the amount the foundation budget allocates per
student. The figure suggests that within every wealth district, schools are spending significantly more per pupil than the
foundation budget designates. It indicates that the foundation budget underestimates the costs necessary to actually support
each student.

An analysis of Figure 6-3 revealed that in every instance, the per-pupil actual spending in FY 2012 is
above the formula derived per-pupil Foundation Budget for vocational education $8,034 and $12,250,
respectively.
276
In fact, a comparison of the FY 2012 budget as compared to the FY 2006 real spending
as adjusted for inflation indicates that the current Foundation Budget allocation is less than FY 2006
spending in every instance.
277
Also, in virtually all instances, the rate of increase in real spending, as

275
276
See supra Figure 6-3.
277
Roger Hatch, School Finance: Statistical Comparisons FY12 Expenditures Per Pupil, All Funds, MASSACHUSETTS
DEPARTMENT FO ELEMENTARY AND SECONDARY EDUCATION, http://www.doe.mass.edu/finance/statistics/ppx12.html (last updated
Feb. 26, 2013) [hereinafter Hatch, FY12 Expenditures]; Roger Hatch, School Finance: Statistical Comparisons FY06
Expenditures Per Pupil, All Funds, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCation,

34
adjusted for inflation, was greater for regular education as compared to vocational education.
278
Moving
from wealthy to less wealthy districts average expenditures per pupil spending, the amount of funds that
were contributed above the average Foundation Budget per pupil decreased for both regular and
279

As noted in the financial analysis in Figure 5 and Figure 6-3, it is reasonable to conclude that the model
budget formula has not kept pace with the reality of the actual costs. This seems to have a
disproportionate negative affect on vocational funding and could present even greater obstacles to
accessing vocational education in the future. One might perceive that since many communities have
found a way to increase funds for education the Chapter 70 formula is effective. However, since the
flexibility to do so seems to be more limited in a less wealthy district as compared to a wealthy district,
such a conclusion may be challenging. Further, the flexibility to spend seems more limited in a school
providing college-centric education as compared to vocational education. Finally, the waiting list analysis,
as discussed in Part III: Waiting Lists at MA Vocational Schools: Survey, indicated that a disproportionate
amount of students (nearly 80% of those on waiting lists) are from the least well-funded schools, therefore
consistent with the funding analysis noted above.
280

Given the states objectives for a skilled workforce and vocational education in the future, these trends
are problematic and raise a critical concern that the Commonwealth of Massachusetts cannot readily
meet its future objectives for the labor market and the economy with its existing funding methods for
education.

3. Regional School Districts

To understand the differences between regional districts and municipal districts, funding must be
understood first.

Regional School Districts are also funded by Chapter 70, but their characteristics can create additional
funding and administrative problems.
281
Regional school districts, which consolidate two or more
communities into one district, help alleviate the strain put on Chapter 70 funding by allowing multiple
communities to contribute to the minimum community contribution.
282
A regional school districts
Foundation Budget is set by the same calculation outlined in Chapter 70 for municipal schools in
Massachusetts.
283
However, a distinct issue arises in determining how much each member community
pays for its part of the minimum local contribution and for any above-foundation spending by the
district.
284

In general, the costs of the regional district that are not covered by state funding are allocated among the
member communities.
285
For the most part, the allocation method is determined by the regional district
agreement under which the district was originally set up by the member communities.
286
Under the terms

http://www.doe.mass.edu/finance/statistics/ppx06.html (last updated July 12, 2007) [hereinafter Hatch, FY06 Expenditures]; see
supra Figure 6-1.
278
Only four schools are included in vocational education for wealth district number 1 as compared to 20 for regular schools. Two
of the vocational schools increased spending by 20%+, and as a result the percent increase may be skewed.; Hatch, FY12
Expenditures, supra note 277; Hatch, FY06 Expenditures, supra note 277.
279
Hatch, FY12 Expenditures, supra note 277; Hatch, FY06 Expenditures, supra note 277; see supra Figure 6-2.
280
281
See THE COMMONWEALTH OF MASS. DEPT. OF EDUC., GUIDANCE FOR REGIONAL SCHOOL DISTRICTS, 1-2 (2007) available at
http://www.doe.mass.edu/finance/regional/guidance.doc [hereinafter Dept. of Educ., Guidance].
282
Id. at 1.
283
Id.
284
See id. at 1-2.
285
Id. at 1.
286
Id.

35
of Chapter 70, Section 6, each member community must make a minimum local contribution toward the
districts Foundation Budget.
287
This Foundation Budget is calculated pursuant to much the same Chapter
70 approach used for calculating minimum local contributions by municipal districts. Regions may deviate
from this methodology if the member communities unanimously agree to allocate the minimum local
contributions according to the terms of their regional district agreement instead of according to Chapter
70s methodology.
288
The regional district can charge those sums to the member communities; many
regional agreements require that any above-foundation spending be approved by two-thirds of the
districts member communities.
289

Such a complicated decision-making process that requires either a two-thirds or unanimous vote makes it
difficult for regional schools to make needed adjustments in their budget, such as spending above the
Foundation Budget or making adjustments to how the minimum local contributions are allocated. This
diminishes regional schools ability to be flexible to their populations needs and may contribute to the
access problem.

4. Out-of-District Student Funding Problem Creates Vacancies

The vacancies mentioned in this section relate to the vacancies as discussed in Part III: Waiting Lists at
MA Vocational Schools: Survey.
290
These sections are connected because schools with vacancies are
potentially able to accept more students, but they are unable to accept any new students from other
schools waitlists without proper funding.

With data from schools showing that there are some vocational schools with hundreds of students on the
waiting list, schools with vacancies may be overlooked. However, the problems in schools with vacancies
are just as important. Vocational schools with vacancies represent an underutilized resource that could be
used to address the under-capacity of the schools with waiting lists. Vacancies also undermine the fiscal
health of their school districts by diminishing revenues that are largely based on enrollments.

Minuteman Regional Vocation High School reflects how the funding structure creates these underutilized
resources that could, if funded properly, provide an immense resource for students on waiting lists at
other schools. Some vocational schools, like Minuteman, rely on non-district students to fill vacant seats.
Minutemans original building design capacity was 1,171 students, but it is presently only able to enroll
about 400 from its member communities roughly 54% of the schools population.
291
The other 338 (46%)
is made of district students from surrounding communities.
292
The non-member districts provide tuition to
host schools, such as Minuteman, to compensate the school for the education it is providing.
293

The trend within Department of Elementary and Secondary Education is toward reducing the non-
member school maximum tuition contribution from 150% of the Foundation Budget to 125% of the
Foundation Budget.
294
Currently, Minuteman currently allocates approximately $16,413 per student.
295

287
MASS. GEN. LAWS ANN. ch. 70 6 (West, Westlaw current through the 2013 1st Annual Session and Chapter 1 of the 2014 2nd
Annual Session); THE COMMONWEALTH OF MASS. DEPT. OF EDUC., GUIDANCE FOR REGIONAL SCHOOL DISTRICTS 1 (2007) available at
http://www.doe.mass.edu/finance/regional/guidance.doc.
288
Dept. of Educ., Guidance, supra note 281, at 1-2.
289
Id. at 1.
290
See supra Part III.
291
This was derived from Minutemans Statement of the Problem. It was recently taken off the website, but a copy of it has been
reproduced as Appendix L. MINUTEMAN REGIONAL TECHNICAL SCHOOL DISTRICT, STATEMENT OF THE PROBLEM: LONG TERM
SUSTAINABILITY OF THE MINUTEMAN REGIONAL TECHNICAL SCHOOL DISTRICT 1 (June 6, 2013), available at Appendix L [hereinafter
Minuteman, Statement of the Problem].
292
Minuteman, Statement of the Problem, supra note 291, at 2.
293
Id.
294
This information was gathered from an interview with Roger Hatch. Telephone interview with Roger Hatch, School Programs
Finance Administrator, Mass. Dep't of Elementary and Secondary Educ., in Boston, Mass. (Jan. 31, 2014).

36
The Fiscal Year 2014 out-of-district funding was capped at $19,060.
296
This is the 150% cap set by the
state that is mentioned above.
297
Minuteman currently only charges $18,309 during Fiscal Year 2014,
which is below the 150% cap.
298
If the state reduced the cap from 150% to 125%, then the new cap for
out-of-district tuition would roughly be set at $15,884. The new cap would be below the actual per-
student-spending by $529.
299

If the out-of-district number stated above (338 students) was to stay the same, then the member
communities of the Minuteman region would have to absorb $178,802 annually to allow these students to
continue to be educated at the same level.
300
Since the member communities are forced to spend money
making up the difference between the cost of educating the student and the low tuition rate, this funding
cannot be directed at providing better resources, such as building projects, classroom materials and more
instructors. In addition, this sharp financial burden provides a powerful disincentive to schools such as
Minuteman to fill their vacant seats with out-of-district students, because they will need to absorb
substantial costs in doing so. For schools such as Minuteman, accepting more students to reduce waiting
lists elsewhere, comes at a substantial cost to their member communities. This characteristic of regional
school districts clearly limits some districts ability to improve access obstacles to vocational programs.

B. Transportation

There is a lack of funding to pay for transportation for students enrolled in a regional school district.
301

Importantly, the state faces this funding challenge for transportation notwithstanding discussions in the
past years about further school consolidation.
302

The state law specific to vocational education transportation, M.G.L. Chapter 74 8A, provides that,
subject to appropriation, regional schools are entitled to full state reimbursement for transportation
cost.
303
However, the state reimbursement has been decreasing over the past several years.
304
Figure 7-1
displays a comparison of the cost of transportation, compared to the amount reimbursed from the state.
305

The analysis indicates that from FY 2008 to FY 2013, transportation costs for all regional schools
increased from $58.1M to $75.3M.
306
However, the amount of these costs reimbursed from the state
decreased from $58.1M to $45.5M in the same time period.
307
Consequently, regional schools have borne

295
Summary Chart, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION,
http://www.doe.mass.edu/finance/chapter70/chapter_14.html (last visited Feb. 20, 2014).
296
Minuteman, Statement of the Problem, supra note 291, at 6.
297
See infra note 299.
298
Chapter 74 Vocational Technical Education Nonresident Tuition Rates for School Year 2013-2014, MA. DEPT. OF ELEMENTARY
AND SECONDARY EDUC. http://www.doe.mass.edu/cte/admissions/fy14-trates.html (last updated Apr. 9, 2013).
299
The cap is set at $19,060, which is a 150% cap on out-of-district tuition. A calculation was performed to determine the base
rate at 100%. From that derivative, 125% was calculated, which resulted in $15,884. The difference between this and the
foundation cost per student was calculated with this, resulting in a $529 difference between the proposed cap and the actual cost
per student. This difference was then multiplied by the number of out-of-district students at Minuteman (338 students) to calculate
the total, actual cost of educating these students. This result was $178,802. See Minuteman, Statement of the Problem, supra
note 291, at 2.
300
See supra note 299.
301
SARAH CARLETON, CHRISTINE LYNCH & ROBERT ODONNELL, SCHOOL DISTRICT CONSOLIDATIONS IN MASSACHUSETTS: OPPORTUNITIES
AND OBSTACLES 12 (Mass. Dept. of Elementary and Secondary Educ. & Office of Strategic Planning, Research, and Evaluation
eds., 2009), available at http://www.doe.mass.edu/research/reports/1109consolidation.pdf.
302
Id.
303
MASS. GEN. LAWS ANN. ch.74 8A (West, Westlaw current through Chapter 38 of the 2014 2nd Annual Session).
304
See Transportation Reimbursement, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION,
http://www.doe.mass.edu/finance/transportation/ (last updated July 5, 2013).
305
Id.
306
Id.; see infra Figure 7-1.
307
Transportation Reimbursement, supra note 304; see infra Figure 7-1.

37
an increase in costs of $17.2M and have experienced a decrease in funding of $12.6M, not considering
inflation.
308

Figure 7-1

308
Transportation Reimbursement, supra note 304; see supra Figures 6-1, 6-2.

38
Figure 7-2.
309

While there is no specific data to pinpoint, it may be reasonable to assume that there is a disincentive for
school administrators to regionalize or increase enrollments because the school may not be properly
reimbursed for providing transportation. Further, the substantial funding decreases for transportation may
pose a major obstacle to vocational schools that may be interested in increasing enrollments through the
waiting list or in general. Finally, since costs in other categories apart from transportation are being spent
at a greater rate for vocational education as compared to college-centric education, the impact of
inadequate transportation aid hits the vocational schools harder than it does for college-centric education.

C. Building Assistance and Capital Funding

The Massachusetts School Building Authority (MSBA) is the agency responsible for overseeing
construction projects for school buildings and is in charge of allocating state resources.
310
The MSBA was
established by the Commonwealth in 2004 to replace a program operating under the Massachusetts
Department of Elementary and Secondary Education (DESE) and operates as a quasi-independent
authority to reform the process of capital improvement projects in the states public schools.
311
Funding for
school buildings is derived from one penny of the states 6.25% sales tax.
312
The MSBA has made more
than $10.2 billion in reimbursements to cities, towns and regional school districts for construction
projects.
313

The legislature sets many frameworks for the MSBA to follow. The MSBA approves school projects and
reimbursements in accordance with eight priorities: (1) buildings that are structurally unsound or could
jeopardize health and safety of children; (2) school projects to eliminate existing severe overcrowding; (3)
projects to prevent loss of accreditation; (4) projects to prevent severe overcrowding expected to result
from increased enrollments; (5) projects that modernize heating systems to increase energy conservation;
(6) projects to eliminate short-term enrollment growth; (7) projects to replace or add to obsolete buildings;
and (8) projects that are court-ordered or otherwise mandated by some authority.
314
School projects

309
See supra Figure 7-1; Transportation Reimbursement, supra note 304.
310
About Us, MASSACHUSETTS SCHOOL BUILDING AUTHORITY, http://www.massschoolbuildings.org/about (last visited Mar. 3, 2014,
4:48 PM).
311
Id.
312
Id.
313
Id.
314
MASS. GEN. LAWS ANN. ch. 70B 8 (West, Westlaw current through Chapter 38 of the 2014 Annual Session).

39
cannot be funded without a waiver for any district that fails to spend at least 50% of its Foundation Budget
for foundation utility and ordinary maintenance expenses.
315

The MSBA determines funding allocation levels based upon a specific base percentage and the school
districts ability to pay, provided that the reimbursement does not exceed 80% of total costs for the
project.
316
The present base rate is 31%, which works for many school districts, but disproportionately
affects vocational schools that take students from other districts.
317
According to State Sen. Ken Donnelly
(D-Arlington), for schools like Minuteman where half the students do not belong to the district, member
districts representing 50 percent of the school [end up] paying 100% of the bill.
318
State. Sen. Donnelly
has introduced legislation that would adjust the base level for regional schools to 41%, and vocational
technical schools to 51%.
319
Without changing the base rate, member communities of regional vocational
schools carry a disproportionately high burden of the capital costs to improve their schools. If the schools
are not able to afford this share, then the schools may not be able to expand their facilities to provide
greater access to students on the waiting list. This may be even more problematic considering the need
for capital funds exceeds the present budgeted resources.
320
With lack of physical space being a top
reason for a school having a waiting list, finding ways to increase capital funds and increasing the number
of applications approved for building expansion projects is needed.
321
The importance of the MSBA is
discussed further in the Part VI: Solutions.

D. Concluding Thoughts on Funding

As this section lays out, there are many obstacles to overcome to increase access to vocational
education for thousands of students waiting to pursue a path to towards a practical career and an answer
to Massachusettss need to fill future jobs. While the waiting list, the concept of college and career
readiness, and funding are all distinct obstacles, they all interplay. To increase access to vocational
schools by removing students from the waiting list and to ensure that students are college and career
ready, vocational education needs an increase in funding. More funding provides schools with the
resources needed to accommodate more students, but also to insure that each student is provided with
an adequate education to make each college and career ready.

315
Id.
316
MASS. GEN. LAWS ANN. ch. 70B 10 (West, Westlaw current through Chapter 38 of the 2014 Annual Session).
317
Id.; see Marc Filippino, Proposed Bill Would Provide Higher Reimbursement Rate for New Regional School Construction,
WICKED LOCAL (September 1, 2013 12:19 PM), http://www.wickedlocal.com/x1655335912/Proposed-bill-would-provide-higher-
reimbursement-rate-for-new-regional-school-construction?photo=0.
318
ch. 70B 10; see Marc Filippino, supra note 317.
319
The Senator is proposing that reimbursement be increased by 10% for regional schools and 20% for regional vocational
schools. To calculate these percentages, this 10% increase was added to the present base rate, which is 31%. ch. 70B 10; see
Marc Filippino, supra note 317.
320
As per a review of the working documents provided by the Building Assistance Department, only a portion of the applications
for projects are funded.
321

40
V. MASSACHUSETTS IS FAILING ITS OBLIGATION TO STUDENTS
UNDER STATE AND FEDERAL LAW

As established in the Context Section there are strong policy arguments regarding both students and
the economys reliance on vocational education.
322
These support the argument as to why the State
should fix the access and quality problems outlined in the Obstacles Section, regardless of whether it
has a legal duty to do so.
323
However, this section explores several possible legal arguments, which may
establish a legal obligation on the State to address the obstacles vocational education faces. Federal and
state laws impose legal duties on the State to provide access to high quality vocational education.

First this section evaluates how the State constitution requires the public school system to provide access
to vocational education, regardless of whether a school is situated in a low- or high-income community.
Next, it explores the federal civil rights laws that require the state to ensure that students of color are not
being disproportionately denied access to vocational education. Finally, this section reviews
Massachusetts agreement with the federal government to make the States students, including vocational
students, college and career ready. The manner in which Massachusetts delivers vocational education
and students lack of access to it likely violates these three areas of federal and state laws. Continued
violation of these legal obligations could ignite a state constitutional challenge and federal investigations
of the school system, which in turn would begin to address the access and quality issues of vocational
education.

A. Massachusetts Has a Constitutional Duty to Provide Access to Vocational Education

The state constitution requires the states public school system to provide access to vocational
education.
324
By denying students entry into vocational programs, it is possible that the state is violating
the constitution. The Court could potentially force the state to reform the vocational education system by
increasing access to vocational programs. This section will explain the specific case law that created this
duty and provide an explanation of a potential constitutional claim against the state for denying access to

1. Background on Case Law

In 1993, the Massachusetts Supreme Judicial Court (SJC) found that the states public school system
was failing to provide its students with an education that complied with the education clause in the states
constitution.
325
In McDuffy v. Secretary of Executive Office of Education, the Court held that
Massachusetts has an affirmative duty to provide all students with an education.
326

322
See supra Part II.
323
See supra Part II.
324
McDuffy v. Secy of Exec. Office of Educ., 615 N.E.2d. 516, 519 (Mass. 1993).
325
Id. at 552.
326
Id. at 519.

41
At just 18 years old, I am one of the youngest
State Vehicle Inspectors in Massachusetts, if
not the youngest, and definitely the first
Assabet Valley student to get the license while
still a senior.

Nick. Assabet Valley Regional Vocational Technical
School.
Twelve years after the McDuffy ruling, parents approached the court once again, still dissatisfied with the
lack of improvement in their childrens education.
327
In Hancock v. Commissioner of Education, the SJC
reaffirmed the States duty to educate all children.
328
However, the Court refused to find that
Massachusetts was neglecting this duty.
329
Rather, the Court acknowledged that the legislature had
created a statewide plan for education reform and noted that the McDuffy ruling was beginning to work
in significant ways.
330
The Hancock Court found that delays in the implementation of the act were
explainable, and presumed that the state
would continue to work expeditiously to
honor its duty to educate, as prescribed by
McDuffy.
331

2. How McDuffy Established the Duty to
Provide Education to All

As mentioned, the McDuffy decision dictated
that the state has a constitutional duty to
provide education to all of its students.
332
The
16 plaintiffs, each from different
municipalities, alleged that the state provided
them with an inadequate education when
compared to students residing in wealthier
towns.
333
Before McDuffy, each municipality
funded its own education system, almost entirely through local property taxes.
334
The disparities in
funding, therefore, were inherent and widespread, due to the enormous differential in property tax
revenues between districts.
335
The plaintiffs thus claimed, and the Court agreed, that the states school-
financing system effectively denied the plaintiffs an equal education to their more affluent counterparts.
336

The Court found that the state was neglecting its duty to cherish the interests of literature and the
sciences [emphasis added].
337

Interpreting the language in the sense most obvious to the common intelligence! according to the
familiar and approved usage of the language, the Court determined that it is reasonable! to understand
the duty to cherish public schools as a duty to ensure that the public schools achieve their object and
educate the people.
338
The Court further concluded that this duty extends to prepare [students] to
participate as free citizens of a free state to meet the needs and interests of! the Commonwealth of
Massachusetts.
339
More generally, the McDuffy Court established an unwavering duty upon the state to
provide an equal education to all students.
340

Upon the establishment of this duty, the Court turned to whether Massachusetts was, in fact, in violation
of it. The Court declared that the state has a duty to provide an education for all its children, rich and

327
Hancock v. Commr of Educ., 822 N.E.2d 1134, 1137-38 (Mass. 2005).
328
Id. at 1138, 1152.
329
Id. at 1138.
330
Id. at 1138, 1156.
331
Id. at 1138-39, 1156-57.
332
McDuffy, 615 N.E.2d at 519.
333
Id. at 516, 520-22.
334
Id. at 550-51.
335
Id. at 522.
336
Id. at 552.
337
MA. CONST. pt. II, ch. 5 2; McDuffy, 615 N.E.2d at 517-18, 552.
338
McDuffy, 615 N.E.2d at 523-25.
339
Id. at 548.
340
Id. at 545.

42
"Keefe was a great base for my construction
career, and prepared me well for Wentworth."

Paul. Joseph P. Keefe Technical School.
poor, throughout the Commonwealth [emphasis in original].
341
The Court further concluded that the
children in the less affluent communities! are not receiving their constitutional entitlement of education
as intended and mandated by the framers of the Constitution, and thus, the Commonwealth has failed to
meet its constitutional obligation.
342

Having determined that Massachusetts was failing to meet its constitutional obligation to provide equal
public education to all, the Court offered the Commonwealth guidance on how to fulfill this duty.
343

Specifically, the Court looked to a 1989 Kentucky case, Rose v. Council for Better Education.
344
It wholly
adopted the benchmarks set forth in Rose, seven standards created to establish an efficient school
system.
345
The last two standards are particularly pertinent to vocational education and read:

vi) Sufficient training or preparation for advanced training in either academic or
vocational fields so as to enable each child to choose and pursue life work
intelligently; and

vii) Sufficient levels of academic or vocational skills to enable public school students
to compete favorably with their counterparts in surrounding states, in academics or in
the job market.
346

These standards will be discussed in further detail below.
347

3. Hancock Did Not Address the Specific
Needs of Vocational Education

Three days after McDuffy was decided, the
Massachusetts legislature passed the
Education Reform Act (ERA), which increased
state aid by establishing the Chapter 70
foundation budget formula discussed in the
Funding Section of this white paper and made
other improvements to reform the education
system.
348
However, despite the McDuffy ruling
and the new ERA, parents dissatisfaction with
the school system continued. In 1999, parents once again filed suit.
349
The allegations continued to center
around inadequate and unequal funding.
350
However, the court concluded that Massachusetts [was not]
presently neglecting [nor] is likely to neglect its constitutional duties.
351

Chief Justice Margaret Marshall, author of the Hancock plurality opinion, wrote that, in spite of the States
progress, the goals of education reform adopted since McDuffy have not [yet] been fully achieved.
352

341
Id. at 548.
342
Id. at 552.
343
Id. at 554.
344
Rose v. Council for Better Educ., 790 S.W.2d 186 (Ky. 1989).
345
McDuffy, 615 N.E.2d at 554-55; Rose, 790 S.W.2d at 212.
346
McDuffy, 615 N.E.2d at 554 (citing Rose, 790 S.W.2d at 212).
347
See infra Part V(A)(4)(ii).
348
The following improvements of Massachusettss education system resulting from the ERA led the court to find in favor of
Massachusetts in Hancock: unified public school system, the elimination of teacher tenure, and the improvements of teacher
qualifications, creation and calculation of the foundation budget, and the use of comprehensive, objective standards for
measuring the quality of education were actions implemented by the Education Reform Act (ERA) that accounted for the positive
changes within the system. Hancock v. Commr of Educ., 822 N.E.2d 1134, 1137-39 (Mass. 2005).
349
Hancock, 822 N.E.2d.
350
Id. at 1145.
351
Id. at 1155.

43
Justice Marshall stressed that the Courts judgment rested upon a trajectory of progress since McDuffy,
and noted that future legal action might be necessary, writing in her opinion that nothing I say today
would insulate [Massachusetts] from a successful challenge under the education clause in different
circumstances.
353
This declaration leaves an open door for vocational education advocates to take a
stance. Vocational education constitutes a different circumstance. As discussed in the Funding
Section, vocational education, unlike general education, requires different resources, has different
needs, and may not be receiving adequate funding by the state making it an appealing candidate for
successful litigation.

4. Applying the Constitution and Rose Standards to Vocational Education

Both the state constitution and the Rose Standards require Massachusetts to provide its students with an
education that promotes vocations.

i. Vocational Education and the Constitution

The constitutional mandate requires the promotion of trades, manufactur[ing] in education.
354
It is fair to
say that the current college-centric education system does not focus on such vocations; vocational
education does. The problem, however, lies in the fact that vocational schools cannot accept any more
students because of physical and financial restraints.
355
This leaves thousands of students on waiting lists,
essentially denying them the education to which they are entitled per the states constitution.
356

Further, the constitution notes that this education must prepare students to meet the needs of the state.
357

Currently there are deficits in middle-skilled labor positions, which make up approximately 40% of all jobs
in Massachusetts.
358
By denying students entrance into vocational programs, by way of inadequate
funding, the state is not only denying the students a right to an education, but it is denying them their right
to be prepared to serve the interests of the state, that is, filling those empty manufacturing positions.

McDuffy extended the states constitutional duty to include equality in terms of funding.
359
The Court
declared that financial disparities in how the state funds schools are indicative of a constitutional
violation.
360
This concept is especially prominent in the vocational education system. Many of the schools
with the largest waitlists are schools that receive the least funding.
361
Conversely, based on the survey,
schools that are funded the best do not have waitlists, and could, potentially, accommodate even more
students.
362
The funding level of a school directly correlates to the existence and size of a waitlist of that
vocational school.
363
Being denied access to a vocational school violates the mandate set out
in McDuffy of providing an education for both the rich and poor.
364
This was deemed unconstitutional in
McDuffy the only difference being that McDuffy was not referring directly to vocational education. All the
same, however, financial disparities resulting in unequal education was deemed a violation of the
education clause of the Massachusetts constitution.
365
There is no reason that the same disparities in the

352
Id. at 1140.
353
Id.
354
MA. CONST., pt. II, ch. 5, 2; McDuffy, 615 N.E.2d at 522 (citing Lincoln v. Secy of the Commonwealth, 93 N.E.2d 744, 747
(Mass. 1950)).
355
356
357
MA. CONST. ,pt. II, ch. 5, 2.
358
Thomas Kochan, David Finegold & Paul Osterman, Who Can Fix the "Middle-Skills Gap?, HARV. BUS. REV., Dec. 2012, at 3.
359
360
Id. at 522.
361
See supra Part III(C)(1); See infra Appendix X-1.
362
See supra p. 15.
363
364
365
Id. at 552.

44
My favorite part about Shawsheen is the
positive and safe atmosphere here!

Chase. Shawsheen Valley Regional Technical
School.
context of vocational education should be deemed constitutional. For example, as the Funding Section
analyzed from Figure 6-1, a wealth distribution issue creates financial disparities between wealthier and
low-income school districts, as well as between regular academic high schools and vocational high
schools.
366
As the analysis showed, the amount of funds that were contributed above the average
foundation budget per pupil, decreased for both regular and vocational education as one looked at the
less wealthy districts spending on average expenditures per pupil spending.
367
In addition, the amount of
funds contributed above the foundation budget per pupil was greater for regular education than for
368
The assumptions surrounding this analysis suggest that a wealth distribution
problem exists. As already stated, these same financial disparities that were found in McDuffy should
apply in the context of vocational education, and therefore, should be deemed unconstitutional.

ii. Vocational Education and the Rose Standards?

The McDuffy court adopted the Rose
Standards in their entirety.
369
These
standards establish what an efficient school
system must provide. It is clear that these
standards of, vi) sufficient training in
academic or vocational fields so a child can
pursue life work and vii) sufficient levels of
academic or vocational skills so students can
compete favorably in academics or in the job
market, suggests that the state is required
to provide vocational training through their
school system.
370
By denying students entry
into a vocational program, the state is
thereby violating the ruling of McDuffy which implies a direct violation of the constitution. In adopting
these standards, the Court recognizes that there are necessary alternatives to the college-centric
educational path, which bolsters a plea to the Court to now reform the vocational education system by
increasing access to vocational education in order to support these two standards.

B. Is Massachusetts Current Vocational Education System in Violation of Title VI?

The ways in which Massachusetts limits access to vocational education may not only be a violation of the
State Constitution, but also federal civil rights laws. Title VI is a section of the Civil Rights Act of 1964,
which prohibits programs that receive federal financial assistance from discriminating against individuals
based on their race, color, or national origin.
371
In whole, Title VI reads: No person in the United States
shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the
benefits of, or be subjected to discrimination under any program or activity receiving federal financial
assistance.
372

The waiting list survey established that thousands of students across Massachusetts are waiting to get
into vocational education programs.
373
According to current data, students of color may be
disproportionately represented on these waiting lists.
374
If students of color are overrepresented on waiting

366
367
368
369
McDuffy, 615 N.E.2d at 554-55.
370
Id. at 554 (citing Rose, 790 S.W.2d at 212).
371
42 U.S.C.A. 2000d (West, Westlaw current through P.L. 113-74).
372
Id.
373
The survey recorded 4,629 students on wait lists across the state; see infra Appendix X-1.
374

45
lists, they are also disproportionately being denied access to vocational education. By disproportionately
denying students of color access to vocational education programs the Massachusetts Department of
Elementary and Secondary Education (DESE) violates Title VI of the Civil Rights Act of 1964, its
implementing regulations, and its guidelines.
375

In combination, Title VI and its regulations forbid not only deliberate or intentional discrimination, but
also otherwise well-intended practices that have a disparate negative impact on one of the groups
enumerated in Title VI.
376
In 2001, the Supreme Court of the United States decided that private individuals
could directly sue for a violation of Title VI only if the discrimination was intentional.
377
If an intent to
discriminate cannot be proven, private individuals cannot sue, but may still file a complaint with the
Department of Justice or the Office of Civil Rights within the relevant federal agency, as will be discussed
further below.
378
Federal agencies have a responsibility under Title VI to prevent both deliberate and
unintended (disparate impact) discrimination in programs receiving funding under their jurisdictions.
379
The
federal Department of Justice may also file lawsuits against offending parties for disparate impact
violations.
380

Recipients of federal funds are obligated to follow Title VI and its implementing regulations.
381
A recipient
of federal financial assistance (recipient) under Title VI includes any State, political subdivision of any
state! to whom federal financial assistance is extended! for any program.
382
The DESE is a state
educational agency in receipt of federal funding and therefore is obligated to follow the mandates set out
in Title VI and its relevant implementing regulations.

1. Title VI Regulations Define Discriminatory Actions

As a federal agency, the federal Department of Education (DOE) has the authority to develop Title VI
regulations to direct local education agencies funded by the DOE, such as the Massachusetts DESE.
383

The Title VI regulations promulgated by DOE define numerous discriminatory actions by recipients of
federal funds that are prohibited if they have a disparate impact based on race, color, or national origin.
384

For example, a recipient of funds cannot deny an individual any service, financial aid, or other benefit
provided under the program.
385
Additionally, a recipient cannot restrict an individual in any way in the
enjoyment of any advantage or privilege enjoyed by others receiving any service, financial aid, or other
benefit under the program.
386
The Title VI regulations also include provisions regarding the denial of
access to vocational programs to minorities and the difficulties that minorities face in enrolling in
vocational programs, which will be discussed in greater detail below.
387

Recipients of federal funds also have affirmative duties under these regulations.
388
Recipients must keep
records of data relevant to compliance with Title VI.
389
For example, recipients must compile demographic

375
42 U.S.C.A. 2000d; 34 C.F.R. pt.100.1 (West, Westlaw current through February 6, 2014).
376
34 C.F.R. pt.100, App. B.
377
Alexander v. Sandoval, 532 U.S. 275, 293 (2001).
378
U.S. DEPT. OF EDUC., HOW TO FILE A DISCRIMINATION COMPLAINT WITH THE OFFICE FOR CIVIL RIGHTS (2010).
379
42 U.S.C.A. 2000; 34 C.F.R. pt.100.1.
380
Title VI of the Civil Rights Act of 1964, UNITED STATES DEPARTMENT OF JUSTICE,
http://www.justice.gov/crt/about/cor/coord/titlevi.php (last updated Oct. 31
st
, 2013).
381
34 C.F.R. pt.100.1.
382
34 C.F.R. pt.100.13 (West, Westlaw current through February 6, 2014).
383
42 U.S.C.A. 2000d-1 (West, Westlaw current through P.L. 113-74).
384
See infra Appendix F.
385
386
Id.
387
34 C.F.R. pt.100, app. B.
388
389
Id.

46
data showing the availability of federally financially assisted education programs and the extent to which
various racial and ethnic groups utilize these programs.
390
This requires recipients to keep demographic
data on current vocational programs, as well as make them available to the responsible DOE official in
order for that department to ensure cooperation and offer any assistance for compliance.
391
If this
information does not exist, the recipient must ensure that efforts are being made to find and evaluate this
data.
392
Recipients of federal funding must also make participants and beneficiaries i.e. vocational
education programs and students aware of the provisions and prohibitions of Title VI to assure them of
the protections offered.
393

i. Title VI Vocational Education Guidelines Greatly Impact the Massachusetts DESE

Title VI regulations include explicit guidelines for eliminating discrimination in vocational schools.
394
The
guidelines apply to recipients of any federal financial assistance from the Department of Education that
offer or administer programs of vocational education or training. This includes state agency recipients.
395

The DESE is directly responsible for administering vocational programs across the state.
396
As its website
states, the Office for Career/Vocational Technical Education, a division of the DESE, administers
Massachusetts' General Law (M.G.L.) Chapter 74 governing vocational technical education programs in
public school districts ! and the federal Guidelines for Eliminating Discrimination and Denial of Services
on the Basis of Race, Color, National Origin, Sex and Handicap in Vocational Education Programs.
397

Vocational education is a program or activity within the meaning of the 34 CFR, Part 100, Appendix B
guidelines and is required to eliminate discrimination.
398
The DESE is responsible for administering
vocational education and the civil rights guidelines pertaining to them. Thus, it is clear that the
requirements of the guidelines apply directly to the Massachusetts DESE, not just to the vocational
schools themselves.

ii. Title VI Guidelines Define the Scope of DESEs Obligations

These guidelines, Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race,
Color, National Origin, Sex, and Handicap in Vocational Education Programs, provide specific obligations
for education agencies, such as the Massachusetts DESE.
399
The DESE may not require, approve of, or
engage in any discrimination or denial of services to students on the basis of race, color, or national origin
in the following circumstances:

1) Establishment of criteria or formulas for distribution of Federal or State funds to vocational
programs in the State;
2) Requirements for admissions; and
3) Approval of action by local entities.
400

390
Id.
391
Id.
392
Id.
393
Id.
394
34 C.F.R. pt.100, app. B.
395
Id.; see also About OCR, OFFICE FOR CIVIL RIGHTS, UNITED STATES DEPARTMENT OF EDUCATION,
http://www2.ed.gov/about/offices/list/ocr/aboutocr.html (last modified May 29, 2012).
396
MASS. GEN. LAWS ANN. ch.74 2 (West, Westlaw current through Chapter 38 of the 2014 2nd
Annual Session).
397
Office for Career and Vocational Technical Education, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION, http://www.doe.mass.edu/cte/ (last updated Mar. 4, 2014).
398
The federal Office of Civil Rights released specific guidance on this topic Guidelines for Eliminating Discrimination and Denial
of Services on the Basis of Race, Color, National Origin, Sex and Handicap in Vocational Education Programs (The
Guidelines); 34 C.F.R. pt.100, app. B.
399
Id.
400
Id.; See analysis infra Appendix I.

47
Essex Aggie is a good choice. They get you
really ready for a career that you would
like!This is a much better choice for me. Half
is academic and the other is agricultural.

Student. Essex Agricultural and Technical High
School.

These requirements apply in instances of either intentional or unintentional (disparate impact)
discrimination.
401

In its oversight capacity, the Massachusetts DESE must adopt a compliance program that will prevent,
identify and remedy discrimination by vocational programs.
402
These programs must include collecting
and analyzing civil rights related data ! conducting periodic compliance reviews ! providing technical
assistance ! [and] periodically reporting its activities and findings.
403
The demographic profiles of the
waiting lists, for example, are the type of data that the DESE could collect to understand and correct for
any disparate impact on childrens access to vocational programs.
404

The Title VI guidelines require that the DESE must distribute federal, state, or local vocational education
funds so that no student or group of students is unlawfully denied an equal opportunity to benefit from
vocational education on the basis of race, color, national origin.
405
Further, the guidelines specify that
recipients of federal assistance, such as the DESE, may not adopt a formula or other method for the
allocation of federal, state, or local vocational education funds that has the effect of discriminating
[emphasis added].
406
Therefore, the DESE must ensure that its funding schemes do not have a
discriminatory impact.

If the Massachusetts vocational education system is structured in a way that poses greater obstacles, or
provides less effective services, for racial minorities, then DESE, as the responsible state agency, is in
violation of DOEs Title VI regulations and guidelines.

2. Massachusetts May be
Disproportionately Denying Students of
Color
Access to Vocational Education

The data revealed through the waiting list
survey results suggest that students of color
may be disproportionately denied access to
407
Trends within the
data suggest that if the federal DOEs Office
of Civil Rights (OCR) collected more data,
then even stronger evidence for a Title VI
claim may emerge.
408
Of the eight schools
with higher-than-average minority
populations, four had waitlists and three had
waitlists larger than 15% of the total of current enrollment.
409
However, the data is inadequate to
determine this disparate impact conclusively. Of the 32 responses received, only eight were from schools

401
This distinction between intentional discrimination and unintentional discrimination is critical because in cases involving
intentional discrimination, the aggrieved party would have the right to sue the offending agency. However, if the discrimination is
unintentional, then the party that has been subject to discrimination does not have direct access to the courts to rectify the Title
VI violations; Title VI of the Civil Rights Act of 1964, supra note 380.
402
34 C.F.R. pt.100, app. B.
403
State agencies performing oversight responsibilities; 34 C.F.R. pt.100, app. B.
404
405
34 C.F.R. pt.100, app. B.
406
Id.
407
408
OCR has the authority to enforce Title VI violations across the country. OCR is a federal department with regional offices that
focus on the local areas. About OCR, supra note 395.
409

48
Our students receive two educations in one.
Because of our scheduling for academic
classes, our students receive the same
amount of academic instruction as students
enrolled in academic high schools, plus
authentic, hands-on instruction in a chosen
technical area.

C.H. McCann Technical High School.
with populations with a higher minority
population than the state average.
410
With
such a small sample, no definitive conclusion
can be drawn about the relative access of
different populations. These results also fail
to account for several large metropolitan
areas with high populations of students of
color including Holyoke, Brockton, Lowell,
Somerville, and Worcester, among others.
411

Data from these major cities would illuminate
whether a more significant trend exists,
thereby indicating disparate impact. Should
advocates or OCR conduct additional
investigation, targeted outreach to these
metropolitan school districts would help
determine the extent of the impact on
students of color. If, after further data is received, it appears that schools within these areas have
disproportionately long waitlists, then advocates will have a strong Title VI claim.

3. Distribution of Funds

As Section III Obstacles of this white paper discusses, (4. Students of Color), students of color are likely
being disproportionately denied services to vocational programs.
412
To reiterate the statistics discussed in
Section III Obstacles, over 37% of the schools with large populations of students of color have significant
survey waiting lists.
413
Half of the schools with large populations of students of color are in the bottom two
funding quintiles.
414
As the Funding section of this white paper discusses, schools in wealthier cities and
towns likely have a greater ability to raise additional funds to contribute above their total require spending
determined by the Foundation Budget as compared to less wealthy cities and towns.
415
As Figure 6-3
reveals, when one moved from wealthy to less wealthy areas, districts average expenditures per pupil,
the amount of spending above the foundation budget per pupil, decreased for both regular and vocational
education.
416
If half the schools with large populations of students of color are in the bottom two funding
quintiles and also have significant survey waiting lists, then this may suggest that the current funding
scheme has a disproportionate impact on students of colors access to vocational education because the
waiting list survey showed that being less well-funded was a strong indicator that a school has a waiting
list. If so, the funding formula would have the effect of denying equal access to vocational programs,
which would be in violation of Title VI and the above mentioned guidelines. As Section III: Waiting Lists at
MA Vocational Schools: Survey also highlights, of the 32 responses received, only eight were from
schools with a higher minority population than the state average.
417
These results fail to account for
several large metropolitan areas with high populations of students of color that did not respond to the
survey. Data from these major cities may indicate a stronger trend of disproportionate lack of access to
vocational programs for students of color. An OCR complaint and subsequent investigation may be a

410
The demographic information used to analyze the waitlist results was compiled from publicly available school profiles DESE
data from 2103, the most current data available. This demographic data is based on the student population of the school itself,
not the waitlist. Schools do not currently collect or analyze demographic information of students on their waitlist. So, the
demographics of the schools were used as a proxy for that information as it is the closest indicator available. See infra Appendix
X-1.
411
412
See supra Part III(C)(4).
413
See supra p. 18.
414
415
See supra p. 27.
416
417
See supra p. 18.

49
means to collect more data and to provide further information about the factors that appear to be
contributing to this disparity.

4. Title VI Enforcement Mechanisms

Should more data reveal a strong trend of disproportionately large waiting lists in schools with large
minority populations, or that the current funding scheme has a disparate impact on minority students,
advocates could file a complaint with OCR.
418
Advocates would be permitted to file this complaint with the
OCR on behalf of the students of color on the waiting list, as the official guidelines permit that the party
filing the complaint need not be a victim of the discrimination.
419
Filing a complaint with the OCR would
encourage the federal agency to investigate the matter and file notice with the Massachusetts DESE,
which could possibly lead to negotiations and a resolution.
420

i. OCR Interprets Title VI within Specialized Programs Broadly

In recent years, OCR has interpreted Title VI broadly when evaluating claims of disparate impact
discrimination in specialized programs. Should advocates file a complaint, the OCR will likely consider a
disproportionate presence of students of color on the waiting lists for vocational schools a compliance
concern under Title VI. Title VIs application to advanced placement (AP) course programs offers a
noteworthy parallel. An AP course track is designed specifically to make students college and career
ready.
421
Similarly, the vocational education track is designed to prepare a Massachusetts student for a
career, by giving him/her the tangible skills required to serve the interest of the Commonwealth. OCR has
conducted compliance reviews of at least two school districts to investigate whether they
disproportionately denied students of color access to AP courses.
422
Since OCR does not appear to have
conducted any recent reviews of vocational education specifically, its analysis of AP programs may
explain how it might assess access to specialized career and vocational education opportunities.

One of the AP compliance reviews was of the White Plains (NY) Public School District.
423
The goal of the
review was to ensure that all students are provided with equal access and an equal opportunity to
participate in the identified courses and programs.
424
To do so, the OCR asked White Plains to
reevaluate its admission criteria for the programs to ensure that applicants of color had an equal chance
to participate in these programs.
425

Similarly, OCR may ask the Massachusetts DESE to provide support to its vocational schools so the
schools can expand their ability to enroll students from the waiting list. Students of color, who may be
disproportionately represented on those waiting lists, should have an equal chance to participate in
courses that will help them become college and career ready, just as AP courses do. As the Funding
Section discusses, the Chapter 70 foundation budget formula neglects to consider waiting list numbers
when calculating how much money each district needs to ensure an adequate education for all its
students. The Waiting List Section of this white paper also discusses the relationship between having a

418
34 C.F.R. Pt.100.7 (West, Westlaw current through February 6, 2014); see also infra Appendix F (including specific information
about what the complaint must include and the process for filing).
419
"Any person who believes himself or any specific class of individuals to be subjected to discrimination...may by himself or by a
representative file with the responsible Department official....a written complaint." 34 C.F.R. pt.100.7.
420
Id.
421
CHRISTOPHER P. CLOUET, RESOLUTION AGREEMENT: WHITE PLAINS PUBLIC SCHOOL DISTRICT CASE NO. 02-11-5001, at 6 (2013).
422
See, e.g., CHRISTOPHER P. CLOUET, supra note 421.
423
Office for Civil Rights, Reading Room: Title VI of the Civil Rights Act of 1964: College and Career Readiness Programs and
Courses: White Plains Public School District (NY), OCR Case No. 02-11-5001, UNITED STATES DEPARTMENT OF EDUCATION,
https://www2.ed.gov/about/offices/list/ocr/docs/investigations/02115001.html (last updated May 8, 2013) [hereinafter Office for
Civil Rights: White Plains].
424
Id.
425
Id.

50
waiting list and the degree of being underfunded. With these two observations in mind, DESE may be
required to increase funding to the schools with large waiting lists so that they have the capacity to accept
more students, if students of color are being disproportionately represented on those waiting lists.

A holistic evaluation will be necessary to evaluate how Massachusetts administers its vocational
programing.
426
If there is greater access to vocational programs in predominantly white districts, while
schools with a high percentage of students of color have disproportionately large waiting lists, the OCR
may also target Massachusetts for review.

OCR has investigated several large-scale educational systems, indicating its possible willingness to
evaluate this cross-district issue.
427
The Boston Public School system was reviewed in 2010 for its failure
to provide sufficient services to ensure that English language learners receive adequate instruction.
428
The
OCR Assistant Secretary of Civil Rights has indicated that OCR is also addressing systemic issues such
as the practice of assigning the least qualified teachers to poor and predominantly minority schools in an
effort to narrow the achievement gap between white students and students of color.
429

The current trend of the OCR in initiating more investigations of Title VI violations is encouraging. The
OCR is very much trying to end discrimination no matter where students go to school, according to the
assistant secretary for civil rights, Russlynn Ali, who has run the OCR since May 2009.
430
This trend is
supported by the promise to significantly increase enforcement actions and the public acknowledgement
that the OCR has not vigorously investigated Title VI complaints over the past 10 years.
431
OCR received
about 7,000 complaints in 2013, a record for the department, and school districts are under investigation
for a range of possible violations, including failure to provide minority students with access to college and
career track courses.
432

ii. The Title VI Complaint Process Offers Various Remedies

Upon filing the complaint, the OCR can begin an investigation to determine whether or not there is a
violation of Title VI, and, if a violation is found, the OCR will attempt to obtain voluntary compliance by the

426
An investigation of a South Carolina school system found that black students were disproportionately underrepresented in AP
level courses. The investigation evaluated school districts that concentrated AP courses at majority white high schools, robbing
black students of the chance to take college-track course. Because of the OCR investigation, AP classes have become more
prevalent in majority black high schools. The investigation looked at the system as a whole and evaluated which programs were
being offered at majority white schools as compared to majority students of color.
427
See, e.g., Office for Civil Rights, Reading Room: Title VI of the Civil Rights Act of 1964: Language Support Services to ELLs:
Boston (MA) Public Schools: (01105001), UNITED STATES DEPARTMENT OF EDUCATION,
http://www2.ed.gov/about/offices/list/ocr/docs/investigations/01105001.html (last modified May 9, 2012) [hereinafter Office for
Civil Rights, Language Support Services].
428
Office for Civil Rights, Settlement Agreement Between United States of America and Boston Public Schools, UNITED STATES
DEPARTMENT OF EDUCATION, https://www2.ed.gov/about/offices/list/ocr/docs/investigations/01105001-b.pdf (Last visited March 5,
2014) [hereinafter Office for Civil Rights, Settlement Agreement]; see also Office for Civil Rights, Reading Room: Title VI of the
Civil Rights Act of 1964: ELL Teachers Fluency Arizona Department of Education: (08-10-4038), UNITED STATES DEPARTMENT
OF EDUCATION, http://www2.ed.gov/about/offices/list/ocr/docs/investigations/08104038.html (last updated June 12, 2013)
[hereinafter Office for Civil Rights, ELL Teachers Fluency].
429
Nadra Kareem Nittle, U.S. Department of Education Investigating Record Number of Civil Rights Complaints, AMERICAS WIRE
http://americaswire.org/drupal7/?q=content/us-department-education-investigating-record-number-civil-rights-complaints (last
visited Feb. 13, 2014, 11:13 PM).
430
Id.
431
Further, during a 33-month period under the Obama administration, the OCR initiated 30 compliance reviews, compared to a
total of 22 reviews under the entirety of the Bush administration. Id.
432
Id.

51
DESE to remedy the situation.
433
The OCR requires that the offender submit a plan of action for how it
plans to eliminate Title VI violations.
434

According to the published guidelines on enforcement of Title VI, if the issue stems from a discriminatory
funding formula, the agency receiving federal funds, such as the DESE, must adopt an alternative
formula.
435
Further, the OCR has discretion regarding the requirement of compensation for the negative
impacts of past discrimination.
436

OCR has required school districts to implement various remedies to resolve compliance reviews.
437
Most
OCR actions and remedies are concerned with the policies or practices of a particular school district,
whereas here the problem is with the states approach to delivering and funding vocational programs.
438

This may affect what remedies will be available and appropriate. However, the remedies used in the past
are still instructive. For example, if a discriminatory service area or site selection leads to a lack of access
to vocational programs, additional programs and services may be required to be provided to eligible for
students who would have participated but for the discriminatory service area.
439
The district could also
reassign the students to a different program. Recipients may also construct new facilities, but this could
be an expensive burden on the system.
440
If students are subject to discrimination through an admissions
process, the school system must implement an alternative system of admissions that does not
disproportionately exclude minority students.
441
If Massachusetts students of color disproportionately
apply to vocational schools and, because of capacity and funding issues, are not being admitted, districts
may be required to adopt an OCR mandated remedy.
442

If voluntary compliance is not achieved through a compliance review, the case can either be transferred
to the Department of Justice for court action, or proceedings can be initiated to terminate federal funding
for the vocational program(s) in violation.
443
Termination of funding is a last resort, occurring only once the
alleged violator has had a hearing before an administrative law judge and all appeals have been
exhausted.
444

433
The information available on OCRs website is only regarding the complaints which have ended in successful resolution
agreements. Without submitting a Freedom of Information Act request, we cannot get access to complaints which have failed or
otherwise terminated outside of this process. 34 C.F.R. pt. 100, app. B.
434
The Guidelines for Eliminating Discrimination and Denial of Services include remedies for discrimination. 34 C.F.R. pt.100,
app. B.
435
Id.
436
Id.
437
See, e.g. About OCR U.S. DEPT. OF ED., OFFICE OF CIVIL RIGHTS,
http://www2.ed.gov/about/offices/list/ocr/docs/investigations/index.html#title6res (Last visited March 4, 2014).
438
See, e.g., id.
439
34 C.F.R. pt.100, app. B.
440
Id.
441
Id.
442
OCR implemented other remedies in the Metropolitan School District of Pike Township in Indianapolis where African
Americans were not getting equal access to Advanced Placement courses. During the investigation, the district participated in a
settlement agreement with the OCR. According to the agreement, the Pike Township School District will create a College
Preparatory Course Committee that will make recommendations to ensure equal access to AP courses. Also, under the
agreement the district will develop a monitoring plan that will review the effectiveness of the new plan. One of the major
objectives of the review was to analyze whether students of color applied to these specialized programs and were
disproportionately rejected from them. OCR was concerned with the statistical relationship between those students that applied
and those that were accepted. Office for Civil Rights, Reading Room: Title VI of the Civil Rights Act of 1964: Access to Rigorous
College Preparatory Courses: Metropolitan School District of Pike Township (IN) (05-08-5002), UNITED STATES DEPARTMENT OF
EDUCATION, http://www2.ed.gov/about/offices/list/ocr/docs/investigations/05085002.html (last modified Dec. 18, 2012);
CHRISTOPHER P. CLOUET, supra note 421, at 9.
443
444
Id.

52
Keefe and SkillsUSA gave me all the
technical and professional qualities employers
strive to find.

Chloe. Joseph P. Keefe Technical School.
5. Filing a Title VI Complaint May be Imperative to Address the Waiting List Problem

Although the success of a Title VI complaint is uncertain, simply filing a complaint could still be beneficial
in addressing the waiting list problem throughout Massachusetts. However, advocates should consider
sending a demand letter to DESE before filing an official complaint with OCR. The letter could explain the
communitys concerns and provide an opportunity for DESE to discuss the issue with advocates before
involving the federal government. The demand could explain that if informal negotiations fail to provide a
solution then advocates will file a complaint with OCR.

Once filed, OCR complaints would likely increase the public pressure on the DESE and state
policymakers to pay particular attention to vocational education. A filed complaint would flag this
systematic problem to DESE administrators who may not be aware of the problems existence or of its
discriminatory dimensions. Further, filing a
formal complaint could rally support from the
community who may have not been aware of
the problem either.

Filing a complaint with the federal DOE
would also allow the DOE to gather all
relevant data that may not be readily
available to advocates. As a recipient of
federal funding, the DESE would have to
have the ability to gather the demographic
data of the schools and potentially the
waiting lists in question.
445

The investigation process itself may be helpful to advocates regardless of outcome. OCR often files a
document request to evaluate the status at the DESE.
446
Once the investigation concludes, the
complainant or any member of the public can file a Freedom of Information Act request for these
documents.
447
These documents could greatly help advocates independently assess their educational
system.

C. Leaving No Child Behind: Massachusetts Duty to its Students

Massachusetts legal duty is not only to provide access to vocational education, as established through
the constitution and Title VI, but also to provide a high quality academic education in vocational schools in
order to ensure every student is college and career ready. Massachusetts must equip its vocational
schools to serve a dual-purpose: provide a strong academic education for their students, and technical
training to prepare their students for careers in their desired trades.

Historically, vocational education equipped students to enter the workforce directly from high school.
Today, however, 73% of vocational education students in Massachusetts seek some sort of
postsecondary education before beginning a career.
448
Data clearly supports a trend toward increasing
post-vocational education, probably reflecting students desire to tap the growing middle-skilled labor

445
446
Office for Civil Rights, OCR Case Processing Manual, UNITED STATES DEPARTMENT OF EDUCATION,
http://www2.ed.gov/about/offices/list/ocr/docs/ocrcpm.html#III (last visited Feb. 28, 2014).
447
What is the Freedom of Information Act, UNITED STATES DEPARTMENT OF JUSTICE, http://www.foia.gov/about.html
http://www.foia.gov/about.html (last visited Feb. 28, 2014).
448
Plans of High School Graduates Class of 2012, MASSACHUSETTS DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION,
http://www.doe.mass.edu/infoservices/reports/hsg/data.html?yr=12 (last updated Aug. 5, 2014).

53
market, which strongly favors workers with some sort of postsecondary degree.
449
Given the composition
and demands of the 21
st
century workforce, it is clearly in the best interest of any state to prepare its
vocational high school students for success in postsecondary programs.

In applying for a waiver from the requirements of the federal No Child Left Behind Act, Massachusetts
promised that its high school students would graduate from their respective schools, both academic and
vocational, college and career ready.
450
Specifically, the Commonwealths proposal sought to enhance
the state system by establishing a new goal: to cut our states proficiency gaps in half by 2017, thus
reducing by half the proportion of students who are not college and career ready.
451
A subsequent press
release in 2013 expanded on this definition, stating college and career ready meant graduating students
who can enter a two-year college, a four-year college, a certificate program or an on-the-job-training
program with no need for remediation.
452
Achieving this goal will require the high schools to adjust both
their curricula and their student supports.
453
Currently, the Commonwealth is in danger of failing to
achieve its promised goal, one that is essential for both academic and vocational students alike.
454

1. Career and College Readiness is Imperative for All Students

The initial purpose of vocational education was to prepare students for an occupation that did not require
a bachelors degree.
455
Students were placed in three types of subjects: Specific labor market preparation
(classes directly related to their chosen occupation), family and consumer sciences and general labor
market preparation.
456
Students completed this coursework with an eye toward an entry-level job upon
graduation, or occasionally a year or two of postsecondary training, but rarely as an entry point to the
further education.
457

Getting a job that pays a living wage or, indeed, any job at all directly after high school is not the
reality for the great majority of vocational education students today. Vocational high school graduates
who choose to continue their education are sending a signal to the state of Massachusetts; they need
their schools to prepare them for both college and a career. According to data compiled by the
Massachusetts Department of Education, 73% of Chapter 74 funded students who graduated from a
vocational or technical high school between 2007 and 2011 chose to continue their education in some
manner.
458
Nearly 46% went on to a two- or four-year college program, whereas 26% joined the
workforce immediately after high school.
459
While these statistics show success for vocational students,
there is a movement growing towards post-secondary education that must be addressed.

These decisions, made by so many students and their families, reflect employment trends both nationally
and in Massachusetts. Middle-skilled jobs, for many, are the pathway into the middle class.
460
According
to the Georgetown University Center on Education and the Workforce, one thing is clear: Future demand
will be for workers who have some kind of postsecondary training or education.
461
The Center also

449
ACHIEVE INC., THE FUTURE OF THE U.S. WORKFORCE: MIDDLE SKILL JOBS AND THE GROWING IMPORTANCE OF POSTSECONDARY
EDUCATION 2 (KSA-Plus Communications, Inc. ed., 2012).
450
U.S. DEPT. OF EDUC., ESEA FLEXIBILITY REQUEST MASSACHUSETTS, App. 3 (2012) [hereinafter DEPT. OF EDUC., Flexibility
Request].
451
Id. at 12.
452
MASS. DEPT. OF ELEMENTARY AND SECONDARY EDUC. & MASS. DEPT. OF HIGHER EDUC., MASSACHUSETTS DEFINITION OF COLLEGE
AND CAREER READINESS 1 (2013).
453
DEPT. OF EDUC., Flexibility Request, supra note 450, at 13.
454
See generally DEPT. OF EDUC., Flexibility Request, supra note 450.
455
KAREN LEVESQUE ET AL., VOCATIONAL EDUCATION IN THE UNITED STATES: TOWARD THE YEAR 2000 iii (2000) available at JSTOR.
456
Id. at 3.
457
Id. at 1.
458
16,008 out of 21,929 students. See infra Appendix Z.
459
460
ACHIEVE INC., supra note 449, at 5.
461
Id. at 10.

54
projects 63% of all jobs will require some kind of postsecondary education and training by 2018.
462

Furthermore, 29% of all the job openings between 2008 and 2018 will be for workers with associate
degrees or some college experience, (emphasis in original).
463
Similarly, through 2014, new job openings
and the replacement of retirees will be represented by 33% of high skill positions, 22% of low skill
positions, and 45% of middle skill positions, indicating that roughly 78% of all available jobs will require
education beyond high school.
464
By 2018, the United States will have 46.8 million job openings. Thirty
million of these jobs will require some kind of postsecondary education, and there will be a shortfall of 3
million individuals with the appropriate level of education to fill them.
465

The Commonwealth is no exception to this trend. Middle-skill jobs represent the largest share of jobs in
Massachusetts some 44% and a substantial share of future job openings, according to the National
Skills Coalition, a broad-based coalition and middle-skilled laborers advocacy group.
466
These positions
are projected to continue to comprise close to 40% of Massachusetts total labor market in the
foreseeable future.
467
Further, Massachusetts projected education trends for the subsequent fifteen
years suggest that middle-skill worker shortages will continue.
468
Clearly, the Commonwealths goal is to
prepare its students for the job market of the 21
st
century.
469
Thus it follows, for the majority of vocational
students, that this means being ready to succeed in postsecondary programs.

2. The Elementary and Secondary Education Act Evolves into No Child Left Behind

How to prepare students for college and careers has been the subject of both legislation and debate, in
Massachusetts and at the federal level. In 2002, President George W. Bush signed a reauthorization of
the Elementary and Secondary Education Act (ESEA) that became known as No Child Left Behind
(NCLB).
470
NCLB enacted sweeping changes to public education. In particular, the Act imposed a state
administered testing regime as a means of measuring adequate yearly progress, imposing severe
sanctions on schools that failed to meet this objective.
471
The reauthorization of NCLB, however, left intact
the waiver provisions of Section 9401 of the Elementary and Secondary Education Act,
472
which allow the
U.S. Secretary of Education to adjust the requirements set by NCLB.
473

In 2011, Secretary of State Arne Duncan announced he would override NCLBs requirement requiring
100% math and reading proficiency by 2014, as it incentivized schools to lower their proficiency
standards, undermining the laws credibility.
474
State waivers are now evaluated on the strength of their
own testing and accountability programs, as well as demonstrable strides toward school improvement, as
opposed to standardized test scores as a measure of proficiency.
475
An application for a NCLB waiver still
must address the specific means by which the state will meet the goals of NCLB, but now the state has

462
Id. at 10.
463
Id. at 10.
464
Id. at 2.
465
Id., at 3.
466
MICHELLE WILCZYNSKI, ANDREA MAYO & AXIE BREEN, MASSACHUSETTS FORGOTTEN MIDDLE-SKILL JOBS: MEETING THE DEMANDS OF A
21
ST
-CENTURY ECONOMY 4 (2010).
467
Id. at 7.
468
Id. at 17.
469
See generally DEPT. OF EDUC., FLEXIBILITY REQUEST, supra note 450.
470
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002) (codified as amended at 20 U.S.C.A.
6301(West, Westlaw current through P.L. 113-74) (2014)).
471
KERSTIN CARLSON LE FLOCH ET AL., STATE AND LOCAL IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT VOLUME III -
ACCOUNTABILITY UNDER NCLB: INTERIM REPORT 54 (2007), available at http://www2.ed.gov/rschstat/eval/disadv/nclb-
accountability/nclb-accountability-final.pdf.
472
Waivers of Statutory and Regulatory Requirements, 20 U.S.C.A. 7861 (2002) (West, Westlaw current through P.L. 113-74).
473
Id.
474
Sam Dillon, Overriding a Key Education Law, N.Y. TIMES (Aug. 8, 2011),
http://www.nytimes.com/2011/08/08/education/08educ.html?pagewanted=all&_r=0.
475
Id.

55
Our faculty are demonstrated experts in their
respective fields, injecting a depth of
knowledge and personal experience into our
programs.

Minuteman Technical High School.
far greater flexibility in crafting an alternative
approach.
476
If, however, a state that was
granted a waiver violates any of its waiver
obligations, the specific requirements of
NCLB will again apply to the state.
477

3. Under its Authorized Waiver,
Massachusetts Must Comply with 3
Principles

In order for a state to be granted a waiver, it
must submit an ESEA Flexibility request
which details whether and how each
request for! flexibility will support a comprehensive and coherent set of improvements in the areas of
standards and assessments, accountability, and teacher and principal effectiveness that will lead to
improved students outcomes.
478
Within the application itself, there are three specific principles a state
must meet and provide evidence of meeting: Principle 1: Adopt College and Career Ready Standards;
Principal 2: State-Developed Differentiated Recognition, Accountability, and Support; and, last, Principle
3: Supporting Effective Instruction and Leadership.
479
Massachusetts submitted its waiver request to the
U.S, Secretary of Education on September 23, 2011.
480
The request was granted on February 9, 2012,
allowing the state greater flexibility in pursuing its education objectives than was possible under NCLB.
481

Massachusetts currently operates under the provisions of its approved waiver.
482

A state submitting an ESEA Flexibility Request must meet and provide evidence of how it meets the three
ESEA Principles.
483
Under Principle 1A, the Commonwealth pledged to adopt a set of college and career
ready standards for its public schools, including at least reading [and] language arts and mathematics
common to a significant number of states.
484
As supporting documentation for this item, the
Commonwealth attached a press release regarding its adoption of the Common Core, standards which
are aligned with expectations that define the knowledge and skills needed for success in college and/or
workforce training programs.
485
Furthermore, Principle 1C requires a state to also demonstrate how it
develops and administers annual, statewide, aligned, high-quality assessments that measure student
growth.
486
Massachusetts opts to participate in one of the two State consortia that received a grant under
the Race to the Top Assessment competition.
487
As evidence, Massachusetts attached a Memorandum
of Understanding which details the States goals and definitions of career and college readiness in the
Partnership For Assessment of Readiness for College and Careers (PARCC).
488
According to the Memo,
the purpose and goal of the PARCC is:

To measure and document students' college and career readiness by the end of high school and
progress toward this target. Students meeting the college and career readiness standards will be

476
Id.
477
20 U.S.C.A. 7861.
478
DEPT. OF EDUC., FLEXIBILITY REQUEST, supra note 450, at iii.
479
Id. at 1.
480
Id. at i.
481
Massachusetts Granted Flexibility from Portions of No Child Left Behind to Focus on Innovative Methods for Ensuring All
Students Achieve at High Levels, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION (Feb. 9, 2012),
482
See generally id.
483
Id. at 3-7.
484
Id. at 13.
485
Id. at app. 4.
486
Id. at 22.
487
Id. at 22.
488
Id. at 6.

56
eligible for placement into entry-level credit-bearing, rather than remedial, courses in public 2- and
4-year postsecondary institutions in all participating states.
489

The waiver application goes on to outline a timeline for implementing these goals.
490
Specifically, the
Commonwealth pledges to cut the proficiency gap by 2017, thus reducing by half proportion of students
that are not college and career ready.
491
It is assumed that scoring a proficient or higher on the
Massachusetts Comprehensive Assessment System (MCAS) test is a robust proxy for college
readiness.
492
Prior research indicates these students are far less likely to require remedial coursework at
the college level.
493
Halving the number of students who are not college and career ready within five years
is an ambitious goal, but one Massachusetts insists is achievable.
494

In 2013, the Massachusetts Department of Elementary and Secondary Education (DESE) released an
expanded definition of college and career readiness.
495
This definition included specific mention of
avoiding remediation and provided a more holistic approach designed to develop life-long learning and
global citizenship in the states students.
496
Here, Massachusetts reiterates its commitment to the
demonstrat[ion] [of] the knowledge, skills, and abilities that are necessary to successfully complete entry-
level, credit-bearing college courses, participate in certificate or workplace training programs, and enter
economically viable career pathways! without the need for remediation as a measure of successful
preparation for college and a career.
497
The states legal obligation is clear: students, vocational or
otherwise, must graduate from high school ready to succeed in postsecondary coursework or comparable
programs without the aid of remediation. To comply with the terms and spirit of its waiver, Massachusetts
must increase the quality of education for all of its students by 2017.
498

4. Massachusetts Remediation Problem

Remediation is proof of Massachusetts potential failure to meet its waiver obligations. Massachusetts
defines college and career ready as the ability to complete college-level courses, participate in
certificate or workplace training programs, or enter other career pathways without the need for
remediation.
499
In other words, Massachusetts asserts in its Memorandum of Understanding that it will
ensure that students graduate from high school with the ability to succeed in post-secondary programs
without the need for remedial courses.
500
The number of students that graduate unable to do so must be
cut in half by 2017.
501
The Commonwealths chosen measure of success under the waiver is directly tied
to the number of students required to take remedial courses in postsecondary programs.
502
The evidence
shows that for both vocational and academic students, the state is in danger of failing its responsibilities
under the waiver.

489
Id. at app. 6.
490
Id. at 27.
491
Id. at 25.
492
Id. at 30.
493
Id.
494
Id.
495
See generally MASS. DEPT. OF ELEMENTARY AND SECONDARY EDUC. & MASS. DEPT. OF HIGHER EDUC., MASSACHUSETTS DEFINITION
OF COLLEGE AND CAREER READINESS (2013) [hereinafter DESE, Definition].
496
Id. at 2, 6.
497
Id. at 2.
498
DEPT. OF EDUC., FLEXIBILITY REQUEST, supra note 450, at 24.
499
DESE, Definition, supra note 495, at 1.
500
PSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS, MEMORANDUM OF UNDERSTANDING: MASSACHUSETTS FOR RACE
TO THE TOP COMPREHENSIVE ASSESSMENT SYSTEMS GRANT 1-2 (2010) (attached as Attachment 5 to DEPT. OF EDUC., FLEXIBILITY
REQUEST, supra note 450).
501
DEPT. OF EDUC., FLEXIBILITY REQUEST, supra note 450, at 23-24.
502
DEPT. OF EDUC., FLEXIBILITY REQUEST, supra note 450, at Attachment 6.

57
In fact, Massachusetts high school graduates are placed in remedial courses at an alarming rate.
According to a 2005 School to College report published by the Massachusetts DESE, 37% of
Massachusetts public school graduates require remediation.
503
This means that one third of
Massachusetts students are being left behind in the crucial transition to postsecondary training.
Vocational students are disproportionately disadvantaged: 56.7% of students graduating from a
vocational or technical school are required to take remedial courses simply to bring them to the level
required to continue their education after high school, as opposed to 33% of high school graduates from a
college-centric track.
504

When a student requires remedial coursework, his/her chance of successfully completing their degree is
small. According to Achieve, a national non-profit education reform organization, [w]hen students are
forced to take remedial courses, the likelihood that they will complete their postsecondary education at all,
much less on time, drops from 13.9 percent to 9.5 percent for an associate degree and from 22.6 percent
to 13.1 percent for a one- to one-and-a-half- year certificate.
505
The need for remedial courses poses
another great risk: it depletes the students limited financial aid resources without counting toward college
credits.
506
Students must pay for these remedial courses, but often fail to graduate, all the while racking up
significant debt.
507
The Alliance for Excellence in Education, a Washington D.C. based advocacy group,
estimated that, in 2007-2008, remediation cost the nation $3.6 billion in education costs alone, to say
nothing of the additional $2 billion in lost wages.
508
The number of Massachusetts high school graduates
being enrolled in remedial coursework falls far short of the college and career readiness discussed in
the waiver application, with little evidence of significant reduction in remediation rates by 2017.

5. Vocational Education Has a Key Role to Play in the 21
st
Century Workforce

Vocational programs have a unique and crucial set of contributions to offer the Massachusetts workforce
of the future.
509
As discussed extensively above, middle-skill jobs offer an entry point to the middle class
for many students,
510
but not without postsecondary education.
511
Proper high school preparation for
postsecondary education is critically important to the success of Massachusetts students.

Massachusetts owes these students, and the schools where they are learning, the resources needed to
get ahead of the remediation curve.
512
Avoiding remediation is important. The DESE specifically chose
this marker to measure its key goal of producing college and career ready high school graduates.
513

As stated, vocational schools must serve a dual-purpose in providing a strong academic education for
their students while also providing technical training to prepare them for careers in their desired trades.
514

Those trades are changing rapidly as are the expectations of employers. It is extremely challenging to
keep up with a fast moving workforce but Massachusetts schools have no option but to face this
challenge. In asking for a waiver of NCLB requirements, the Commonwealth promised a 50% reduction
in the number of high school graduates who are not college and career ready, who cannot continue on to

503
MASS. BD. OF HIGHER EDUC. & MASS. DEPT. OF EDUC., MASSACHUSETTS SCHOOL-TO-COLLEGE REPORT HIGH SCHOOL CLASS OF 2005
iii (2008).
504
See infra Appendix Y.
505
ACHIEVE INC., supra note 449, at 19.
506
Susan McMillan, Remedial Courses Bad for Students, Colleges Alike, MORNING SENTINEL (July 30, 2012),
http://www.onlinesentinel.com/news/remedial-classes-bad-for-students-colleges-alike_2012-07-29.html?pagenum=full.
507
Richard K. Vedder, College is No Place for Remedial Education, BLOOMBERG VIEW (September 11, 2012),
http://www.bloombergview.com/articles/2012-09-11/college-is-no-place-for-remedial-education.
508
Susan McMillan, supra note 506.
509
See supra Part V.
510
See supra Part V(C)(1).
511
512
See supra Part V(3).
513
DESE, Definition, supra note 495, at 2.
514
See supra Part II.

58
further education or work with no need for remediation.
515

Reducing by half the number of high school graduates- traditional and vocational alike- who are not
college and career ready by 2017 is an ambitious goal but one that the Commonwealth is required by
law to meet.
516
The evidence, however, shows that significant numbers of both vocational and academic
public school students require remediation after high school, thus failing the definition Massachusetts set
for college and career ready.
517
As the Waiting List Section revealed, the populations of the most
underfunded schools have remediation rates above the state average, contributing to the high percentage
of students graduating from vocational and technical schools who are required to take remedial courses
after graduation.
518
The Funding Section following revealed that vocational education is being
underfunded with regard to basic educational costs.
519
If vocational programs do not receive enough
funding for an adequate education, resources will not be available to ensure that students are college and
career ready. This in turn prevents them from moving on towards post-secondary education or filling the
Commonwealths future job positions. Given this, improving vocational education readiness for college-
level coursework is vital to fulfilling Massachusetts waiver obligations.

6. Concluding Thoughts on No Child Left Behind

This section explored several possible legal arguments stemming from both federal and state laws, which
may establish a legal obligation on the State to address the obstacles to access and quality of vocational
education. As described above, the Court in McDuffy found that the State has an affirmative constitutional
duty to provide all students with an education, which was rooted in the language of the Constitution,
which specifically says that Commonwealth has a duty to cherish the interests of!agriculture, arts,
sciences, commerce, trades, manufacturers....
520
The financial disparities in total spending when
comparing high-income and low-income schools, as well as regular academic high schools and
vocational high schools suggests that Massachusetts may be violating its state constitution.
521

This section also found that the waitlist demographics and funding schemes violated Title VI federal civil
rights laws that require the state to ensure that students of color are not being disproportionately denied
access to vocational education.
522
If further investigation reveals that more schools in the lowest funding
quintiles have large populations of students of color and significant waiting list numbers, this may suggest
that the funding scheme denies students of color equal access to vocational programs.
523

Finally, this section reviewed Massachusetts agreement with the federal government to reduce by half
the number of the states students, including vocational students, college and career ready by 2017.
524

Massachusetts refined the definition to emphasize that college and career ready students do not require
remedial courses post high school,
525
but evidence shows that significant numbers of both vocational and
academic public school students require remediation after graduation.
526
Data has also revealed there
may be a relationship between underfunding and remediation rates above the state average.
527
With
these factors in mind, the manner in which Massachusetts delivers vocational education, and students

515
516
517
DESE, Definition, supra note 495; see supra Part V(C)(4).
518
See supra Part III(C)(1).
519
See supra Part IV(A)(2).
520
MA. CONST. pt. II, ch. 5 2; see infra Part V(A)(2).
521
See e.g., McDuffy, 615 N.E.2d at 552.
522
See supra Part V(B)(2).
523
See supra Part III(4).
524
See supra Part V(C).
525
526
527

59
lack of access to vocational education, could hinder the states already-ambitious goal of reducing by half
the number of students that are not college and career ready by 2017. This not only impacts the lives of
the many students on the waiting lists, but also harms the health of the states economy.

The framework discussed above allows advocates to use these legal obligations as a lever to begin
addressing the access and quality issues of vocational education. Now that a duty is established, the
following section of this white paper outlines a series of possible solutions to the current obstacles.

60
One of the best things about Bristol Aggie is
that you get to balance academic and
technical classes.

Student. Bristol County Agricultural High School.
VI. SOLUTIONS

The legal strategies detailed above are
offered as an impetus to change. The goal
is to help policymakers recognize that
improved access to quality vocational
education in Massachusetts is key to the
success of both the students wishing to
pursue viable career paths, and for the
Commonwealths future economic health.
This section discusses a series of
potential solutions to the current
impediments to increasing both access to
and quality of vocational education. These
solutions serve a dual-purpose. This section aims to address both how to overcome the obstacles of
access and how to improve the post-secondary lives of students by emphasizing the key role of
vocational programs in making students college and career ready.

A. Improving Access to Vocational Education

1. Perception of Vocational Schools

A perception problem was identified as one of the issues as to why the survey waiting list may have
underestimated the true waiting list numbers.
528
This solution identifies the other problems perceptions
cause and aims to address some of the common negative perceptions associated with vocational
students. Students who go into vocational education are stereotypically viewed as not being able to
succeed in academics.
529
But, as the Ford Foundations Director of Education and Scholarship, Jeannie
Oakes, explains, ! hands-on, real-world education is not just for students who others believe are
incapable of handling text-based, literacy-based college-prep courses.
530
These students are not only
mastering a technical trade during their time at vocational school, but they are also learning the required
academic fields of math, English and the sciences.
531

There are few ways vocational schools, their students, and vocational education supporters can
disseminate a more positive and more accurate picture of the typical vocational high school student. The
Southern Regional Education Board, a non-profit, non-partisan organization that works with 16 member
states to improve public education, has identified six ideas to help these students prepare for their future
careers: academic curriculum, blend of academic and technical schools, equip students with 21
st
century
skills, expect them to meet standards in classrooms, make sure students have support for college or
career training and connect every student with an advisor.
532

Some vocational schools focus primarily on the Common Core curriculum and follow those standards.
533

The Southern Regional Education Board urges schools to focus on teaching the students an academic
curriculum beyond just the Common Core.
534
Teaching the students both academic and vocational

528
See supra Part II.
529
GENE BOTTOMS ET AL., READY FOR TOMORROW: SIX PROVEN IDEAS TO GRADUATE AND PREPARE MORE STUDENTS FOR COLLEGE AND
21
ST
- CENTURY CAREER i (Southern Regional Education Board ed., 2009).
530
Id.
531
Id. at ii.
532
Id. at ii-iii.
533
See generally HANS MEEDER & THOM SUDDRETH, MEEDER CONSULTING GRP, COMMON CORE STATE STANDARDS & CAREER AND
TECHNICAL EDUCATION: BRIDGING THE DIVIDE BETWEEN COLLEGE AND CAREER READINESS (2012).
534
GENE BOTTOMS ET AL., supra note 529, at iii.

61
educational courses is very important. Although some students may not be planning to attend college, it is
important to give them more than one option. It is also important for all students to have the skills to meet
the workplace demands of the 21
st
century. Students need to be able to thrive in these courses
academically. Strong academic results by vocational students will rebut any presumption that the
vocational schools offer a soft curriculum.
535

The following are some examples of how schools are changing the perception of vocational education in
their communities. Some Massachusetts vocational schools have incorporated both work and
volunteering into their curriculum. For example, Diman Regional Vocational Technical High Schools
students participate in a house-building project, very similar to the work done by Habitat for Humanity.
536

The school provides experience for its students while enhancing its reputation in the community.
537

Similarly, the Bay Path Regional Vocational Technical High School also has a yearly house-building
project, where the students build a house in the community.
538
Greater Lowell Technical High School
students have the opportunity to work on the school, doing construction and the like.
539
Working in the
community gives vocational education students the opportunity to show people both in and outside of
their school just what they can accomplish. Knowing that the students are doing something important in
the community will help change the image of vocational schools, therefore helping to garner more
support.

2. Collecting Waiting List Data as Part of Mandatory Information that Schools Must Report to
Receive State Aid

Not only are the waiting list numbers direct evidence of the access issues to vocational education, but
they also serve a valuable purpose.
540
A more robust reporting system would allow the Massachusetts
Department of Elementary and Secondary Education (DESE) to accurately gauge the demand for
vocational programs. Although the importance of accurate waiting list numbers has become abundantly
clear, school administrators track these figures on a voluntary basis.
541
Rather than disregard the issue
completely and leave it to the discretion of school administrators whether to report or not, DESE should
require that schools report the number of students on their waiting list, including the program to which the
student applied.

Requiring school administrators to report waiting list figures is both easy and cost-effective for these
districts. First, schools can integrate this form of accounting with mechanisms already in place, including
tracking the total enrollment and the number of students eligible for free or reduced priced lunches under
Title I of the Elementary and Secondary Education Act (ESEA).
542
Next, the DESE could use this
information in funding each school for the next school year. DESE could use this information in their
calculations for funding to provide the districts with the resources they need to increase enrollment and
decrease their outstanding waiting lists. Instead of simply adding waiting list students to the Chapter 70
enrollment counts, DESE could adjust the budget to take into account the number of students on waiting
lists, such as a claw-back provision if the enrollments in the funded year did not increase, to absorb at

535
Id.
536
DIMAN REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOL, HOUSE BUILDING PROGRAM 3 (2009-2010); About Habitat for Humanity,
HABITAT FOR HUMANITY, http://www.habitat.org/how/about_us.aspx (last visited March 1 2014, 6:00 PM).
537
Diman House Building Program, DIMAN REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOL,
http://dimanregional.org/modules/cms/pages.phtml?pageid=190248&sessionid (last visited Feb. 6, 2014, 6:00 PM).
538
House Building Project Bay, PATH REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOL, http://www.baypath.tec.ma.us (last visited
Feb. 28 2014, 6:00 PM).
539
Building Addition and Renovation Project, GREATER LOWELL TECHNICAL HIGH SCHOOL, http://www.gltech.org/home/building-
addition-and-renovation-project (last visited Feb. 27, 2014, 6:00 PM).
540
See supra Part III.
541
603 MASS. CODE REGS. 10.03 (West, Westlaw current through Feb. 14, 2014, Register #1254); see supra Part III.
542
603 MASS. CODE REGS. 10.03.

62
I chose Cape Cod tech because you have a lot
more opportunities to succeed in shop and
academics.
Student. Cape Cod Regional Technical High School
least some of the waiting list. Last, waiting list data also indirectly measures the quality of the program by
correlating demand with perception of the schools quality.

3. Split-Day Scheduling

To increase access to vocational education, schools can offer different types of scheduling with regard to
academic and vocational coursework. Many vocational and technical high schools are separate entities
that solely provide for their students education.
543
Some vocational schools are experimenting with new
types of scheduling. At Taconic High School in Pittsfield, MA, juniors and seniors alternate between one
week of vocational training and one week
of academic courses.
544
Parents and
students have reacted positively to this
change, which was initiated in 2013-
2014.
545
Students say the schedule more
closely simulates a work schedule, and it
allows students to focus on one thing at a
time.
546
One disadvantage to this schedule
has been that students who work part-time
have a difficulty getting permission to
report to work only every other week.
547

However, by alternating between the two
types of coursework, two groups of students can be taught on a rotating basis as opposed to having only
one group of students being taught everyday.
548

Assabet Valley Regional Technical High School offers evening programs for adults (18 years or older) in
addition to operating as a high school during normal school hours.
549
Although Assabets evening school
does not serve current high school students, it provides a framework for other schools and vocational
students who want to receive such an education but do not have the resources or time for it.
550
High
school students interested could receive their desired technical training after school without disrupting
their schools academic schedule. This model of using school facilities at different hours would allow the
school buildings to accommodate more students and address the lack of space issue.

B. Strengthening Vocational Education

Any solution offered or chosen can only be successful with efficient and effective communication and
business processes among the states executive offices and school department officials. As such, the
theoretically best support system is one built upon a foundation of good communication; likewise, a
shared understanding must be strong to support the efficient delivery of education, including governance,
funding, capital asset management, etc. However, upon examination of the system established by various
Massachusetts education administrators, programs and processes, it could be said that there are
significant weaknesses in communication and execution across the Commonwealth. Before any of the

543
Office of Career/Vocational Technical, MASS. DEPT. OF ELEMENTARY AND SECONDARY EDUC., http://www.doe.mass.edu/cte/ (last
visited Mar.1, 2014, 9:00 PM).
544
Dick Lindsay, Taconic vocational students find success with alternating schedule, BERKSHIRE EAGLE (Nov. 29, 2013),
http://www.berkshireeagle.com/news/ci_24621823/taconic-vocational-students-find-success-alternating-schedule.
545
Id.
546
Id.
547
Id.
548
Id.
549
General Information, ASSABET AFTER DARK, http://www.assabetafterdark.com/continuing-education-general-information.html
(last visited Feb.11, 2014).
550
Id.

63
solutions below may be considered and subsequently implemented, it is imperative that this system be
solidified. The importance of implementing change on a solid foundation cannot be overlooked.

1. Guaranteed College Credit

By looking at other state programs, educational leaders within Massachusetts can find ways to strengthen
vocational schools. Oklahoma is one of several states that allow students to begin to earn college credits
while they are still enrolled in their vocational and technical high schools.
551
Acquiring college credits while
still in high school eases the transition to community college or any other form of postsecondary training.
This option enables vocational and technical school graduates to have the available option to continue on
with their education to gain more experience if deciding not to directly enter the workforce. Oklahomas
Cooperative Alliance Program is available to 11th and 12th grade students with high school grade point
averages of 2.5 or higher.
552

Kansas has also adopted an approach to vocational and technical education that more directly aligns with
its community colleges.
553
On July 1, 1999, a state statute transferred the administration of vocational high
schools from the State Board of Education to the State Board of Regents.
554
This provided the governing
board of the states six universities the opportunity to align themselves with these schools and provide
additional resources for these students.
555

Massachusetts has not taken a statewide approach that allows vocational and technical high school
students to earn college credits, however some individual districts have adopted this model. At Quincy
Public School, students can graduate with college credit, which allow them to pursue postsecondary
education or training without the need for remediation.
556
The school has articulation agreements with
many Boston-area colleges, allowing vocational students who receive grades of 80% or better in the
fields of automotive technology, business technology, and culinary arts, the guarantee of college credit.
557

The list of fifteen participating colleges includes technical institutes (e.g., Universal Technical Institute),
community colleges (e.g., Massasoit Community College), and four-year degree programs (e.g.,
Rochester Institute of Technology).
558

2. Race to the Top

The Massachusetts Association of Vocational Administrators (MAVA) has embarked on a joint program
with Northeastern Universitys College of Professional Studies to further the goal of college preparation in
the vocational schools.
559
The program, known as the Academy for College Excellence, provides a
rigorous experience for high school students centered on science, technology, engineering, and
mathematics (STEM courses).
560
The vocational students who complete the program will receive a grade
for their work, and credit from Northeastern University.
561
The students can earn up to eighteen-quarter

551
Cooperative Alliances, CAREER TECH: ELEVATING OKLAHOMA!, https://www.okcareertech.org/students/cooperative-alliances (last
visited Feb. 13, 2014, 11:22 PM).
552
Id.
553
See KAN. STAT. ANN. ch. 74 art. 32, 141 (West, Westlaw current through 2013).
554
Id.
555
Id.
556
College Credit, QUINCY PUBLIC SCHOOLS CAREER & TECHNICAL EDUCATION, http://quincypublicschools.com/careers/college-
credit/ (last visited Feb. 17, 2014, 3:30 PM).
557
Id.
558
Id.
559
Home Page, ACADEMY FOR COLLEGE EXCELLENCE, http://www.academyforcollegeexcellencecvte.org/ (last visited Feb. 22, 2014
11:30 AM).
560
Id.
561
Frequently Asked Questions, ACADEMY FOR COLLEGE EXCELLENCE, http://www.academyforcollegeexcellencecvte.org/faqs.html.
(last visited Feb. 22, 2014 11:30 AM).

64
hours (12 semester hours) of credit during the two-year program.
562
The program was launched using
Race to the Top funds, and will need new funding to continue after the Winter 2014 term.
563
Race to the
Top is a US Department of Education fund that provides competitive grants to encourage and reward
states that are creating the conditions for education innovation.
564
Many feel it would be a shame to end
the program before a sample size is accumulated that is large enough to determine its efficacy.
565

3. Common Tech Core

The Common Core curriculum is currently the subject of sharp debate and, perhaps, reevaluating.
566
Part
of the debate focuses on the Common Cores failure to consider vocational and technical education.
567
An
alternative system, the Common Career Technical Core, has been proposed as better suited and better
aligned with vocational education.
568
The initiative is touted as having an inherent advantage because [it
is modeled] closely after real careers that students may one day enter.
569

An Achieve report notes that the Common Core fails to consider the need for vocational and technical
education, and that most states failed to seek input, or ignored input, from career and technical education
leaders in crafting the Common Core mandates.
570
However, Career and Technical Education (CTE)
teachers in Common Core states are now teaching the Common Core.
571
As Achieve notes, many CTE
teachers are working to reinforce the academic content as they teach but have limited experience with the
explicit integration of literacy and math into their CTE content areas.
572
The problem is exacerbated
because leaders at the school building level have limited experience with cross-content instruction or
integration of math and literacy content and usually no planning time is afforded to allow/encourage
cross-curricular collaboration by teachers.
573
Achieve recommends that, Common Core State Standards
(CCSS) leaders at the state level should actively include their CTE colleagues in this work, and that same
spirit of collaboration needs to be emulated at all levels of the education system.
574

The California Department of Education (CDE) has done much of what Achieve urges.
575
CDE has
developed curriculum standards that not only emphasize Common Core academic content but also offer
a model curriculum to address the knowledge and skills that are recommended within 48 pathways that
fall within the states 15 industry sectors.
576
Some examples of industry sectors are Building Trades and
Construction Industry Sector (BTC), Energy and Utilities Industry Sector (EU) and Manufacturing and

562
Id.
563
Cultivating Roots for Career-College Success, ACADEMY FOR COLLEGE EXCELLENCE,
http://www.academyforcollegeexcellencecvte.org/ (last visited Feb. 22, 2014).
564
Race to the Top Fund, U.S DEPARTMENT OF EDUCATION, http://www2.ed.gov/programs/racetothetop/index.html (last modified
June 7, 2013).
565
See e.g., Judy Bass, Three Minuteman High School Students Thrive in The Academy for College Excellence (Ace), (Mar. 23,
2013, 1:47 PM), http://minuteman.org/student-life/news-happenings/in-the-news/606-three-minuteman-high-school-students-
thrive-in-the-academy-for-college-excellence-ace.
566
See e.g., Al Baker, Common Core Curriculum Now Has Critics on the Left, N.Y.TIMES,
http://www.nytimes.com/2014/02/17/nyregion/new-york-early-champion-of-common-core-standards-joins-critics.html?_r=1 (last
updated Feb.16, 2014); The Associated Press, Some States Push Back on Common Core Standards, THE HUFFINGTON POST
(May 28, 2013, 3:50AM), http://www.huffingtonpost.com/2013/05/28/states-common-core-push-back-standards_n_3346210.html.
567
See e.g., Peggy Tyre, Common Core: Whats Worrying Critics, TAKE PART,
http://www.takepart.com/article/2013/04/30/common-core-standards-criticism (last updated Apr. 30, 2013).
568
See e.g., HANS MEEDER & THOM SUDDRETH, MEEDER CONSULTING GRP, COMMON CORE STATE STANDARDS & CAREER AND
TECHNICAL EDUCATION: BRIDGING THE DIVIDE BETWEEN COLLEGE AND CAREER READINESS, ACHIEVE, INC. (2012).
569
Id. at 4.
570
Id. at 3.
571
Id.
572
Id.
573
Id. at 23.
574
Id. at 24.
575
Id. at 9.
576
Id. at 13.

65
Product Development Industry Sector (MPD).
577
The CDE is seeking to combine the Common Core with
the traditional tenets of vocational education.
578
Its goal is to teach the core subjects within the framework
and context of the specific industries.
579

Massachusetts can alleviate much of the burden on its vocational and technical high schools by providing
the appropriate curriculum guidelines. The Commonwealth can take a leadership role in drafting a
curriculum that gives appropriate weight to all aspects of vocational education, including a deep and solid
academic core.

4. High Schools that Work

High schools that work successfully integrate the Common Core and vocational training to prepare
students to be college and career ready. The Southern Regional Education Board (SREB) is a non-profit,
non-partisan organization that studies education policy in the United States.
580
The SREB argues that an
essential part of changing poor student performance in schools is to set high expectations, and to
encourage students to meet those expectations.
581
Other SREB recommendations include integrating a
career-technical program with the Common Core, increasing the rigor in both of these curricula,
integrating work-based learning with learning in the classroom, and providing each student with a mentor
and extra help in order to achieve the expected high levels of performance.
582

Massachusetts already combines career-technical and Common Core standards in its vocational schools
in order to prepare students who are college and career-ready.
583
The SREB has recognized seven
schools in Massachusetts that "exemplify its model, labeling them High Schools That Work.
584
The
seven schools are: Blackstone Valley Regional, Chicopee High School, Montachusett Regional
Vocational, Nashoba Valley Regional, and Northeast Metropolitan Regional, Northern Berkshire Regional,
Pathfinder Regional Vocational, Tri-County Regional Vocational.
585
The approach to curriculum adopted
by these seven schools may help other schools that are struggling to integrate the Common Core with
technical and vocational education.

C. Funding

1. Chapter 70

As discussed earlier in this white paper, funding directly ties into not only the waitlists, but also the quality
of education.
586
The Massachusetts Foundation Budget formula has failed to take into account the
substantial and costly changes that have occurred since its inception.
587
Obviously, a lot has changed in
over 20 years: the economy, technology, curricula, teaching methods, and advanced technical programs
that have become the lifeblood of modern vocational schools. Instead of lobbying for a complete overhaul

577
Id. at 15.
578
Id. at 13
579
Id.
580
GENE BOTTOMS ET AL., READY FOR TOMORROW: SIX PROVEN IDEAS TO GRADUATE AND PREPARE MORE STUDENTS FOR COLLEGE AND
21
ST
- CENTURY CAREER (Southern Regional Education Board, 2009).
581
Id. at ii-iii.
582
High Schools That Work in Massachusetts, MASSACHUSETTS DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION,
http://www.doe.mass.edu/cte/resources/hstw/about.html (Last updated Oct. 26, 2010).
583
Education Board Adopts Common Core Standards to Keep Massachusetts Students National Leaders in Education,
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION (July 21, 2010),
584
Massachusetts High School That Work Directory, MASSACHUSETTS DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION,
http://www.doe.mass.edu/cte/resources/hstw/directory.pdf (last visited Feb. 11, 2014).
585
Id.
586
See supra Part IV.
587

66
of the Foundation Budget formula, advocates should approach the legislature with two changes to the
Foundation Budget formula: a specific upward adjustment in the per pupil vocational education and an
incorporation of the waiting list numbers into the enrollment numbers as discussed above. Advocates
would have to ask for a cost study to determine what an appropriate Foundation Budget would be for
vocational education. Since the legislature has already declined to order a cost study for the entire
Foundation Budget, asking for an assessment for the vocational enrollment category only may be less
daunting, but is still incredibly urgent in light of the discussed obstacles.

Although further analysis is needed to include all 66 of the vocational schools surveyed, with a breakdown
of spending in the eleven educational cost categories detailed in the discussion of funding formula above,
this report has already noted insufficiencies in the formula.
588
As already stated, the formula does not
include the waiting list numbers when calculating vocational education costs.
589
In addition to
underestimating enrollment numbers, the formula may underestimate the true cost of vocational
education as a whole.
590
The formula does recognize the inherent differences between vocational high
schools and academic high schools.
591
However, the analysis shows that it may do so insufficiently.
592

While the formula recognizes differences through ascribing higher costs for vocational schools in some
cost categories, it possibly overlooks the fact that vocational education may involve higher costs in all
eleven categories. When the eleven cost categories are broken down into the subcategories, there are
areas in which vocational education receives the same cost rates as college-centric high school
education. However, vocational schools may need additional funds in those categories as well. A
reevaluation of those cost categories, as detailed above, is needed to assure that vocational education is
being adequately funded.

Since the Foundation Budget formula recognizes that different types of students cost more to educate,
incorporating the waiting list is just one more difference that the formula would seek to address to
properly fund different types of education.

2. School Building

One of the most direct ways to improve access to vocational and technical education is to increase the
physical space available in the vocational and technical school buildings. In 2009, the Massachusetts
School Building Authority launched a program called the Vocational, Technical, and Agricultural School
Renew and Repair program.
593
The program commits more than $300 million towards upgrading and
repairing these schools physical structures.
594
Most recently, the MSBA approved $100 million in funding
for nine vocational schools.
595
Part of that funding went to Greater Lowell Technical High School, which is
adding more than 25,000 square feet to its dining hall, building thirteen new state of the art science
laboratories, adding new automated mechanical and electrical systems, a new roof and new windows.
596

Greater New Bedford Regional Vocational and Technical High School, which had the second-largest
waiting list in the survey, is building a $17 million addition that will add 14 new classrooms, update the

588
589
590
591
See generally supra Part IV.
592
593
Voc/Tech Initiative, MASSACHUSETTS SCHOOL BUILDING AUTHORITY, http://www.massschoolbuildings.org/programs/voc_tech (last
visited February 18, 2014, 10:40 PM).
594
Id.
595
Id.
596
About Us: Building Addition and Renovation Project, GREATER LOWELL TECHNICAL HIGH SCHOOL,
http://www.gltech.org/home/building-addition-and-renovation-project (last visited Feb. 19, 2014, 11:13 PM).

67
I chose Cape Tech because I wanted to learn
a trade that I could come out of high school
making good money.

Student. Cape Cod Regional Technical High School.
schools shop areas and science labs, and refashion the cafeteria into a sunny food court.
597
Additionally,
the school with the fourth-largest reported waiting list has had its building project approved.
598
This will
add 72,000 square feet to its facilities, along with 20,000 square feet of renovations.
599
The largest school
with a waiting list, Diman Regional Vocational Technical High School in Fall River, had its funding request
denied by the MSBA, even though Dimans statement of intent clearly noted that 30% of the students who
apply to Diman are denied enrollment.
600
The MSBA favored a new building instead of renovating Dimans
current facilities.
601
It would be worthwhile to encourage the member towns of Diman to pursue this
approach, rather than to continue insisting on a renovation and addition, as they have done since 2009.

3. Inter-District Transfers

As the discussion above has shown, Massachusetts simultaneously has vocational schools with
extensive waiting lists and vocational schools with openings in at least some of their programs. One
possible solution to the short supply of vocational options is to transport students currently on waiting lists
to schools that have vacancies in the students desired program.

If students whose districts have waiting lists for vocational school move to districts with vacancies, they
will be classified as out-of-district pupils, because they reside in neither the community where the
receiving school is based, nor in a member community.
602
The issue of lowering the capped amount for
non-resident tuitions is discussed above in this white paper.
603
However, if this amount is lowered too
much schools will not be able to accept non-resident students because the tuition they will receive will not
cover the cost of educating them, forcing the member communities in the receiving district to absorb this
financial impact. These vocational schools might stop admitting non-resident students, because they
would be unable to absorb this loss.
Currently, there is a cap of 150% for out-
of-district tuition that schools can charge
for out-of-district students.
604
An
unpublished DESE policy suggests
lowering the tuition cap to 125%.
605
This
new amount falls below the actual cost to
educate a student, making the school
absorb the difference to educate the
student.
606
One suggested strategy would
be to revise this policy to allow schools to
charge a tuition that would cover the cost of educating non-resident students.

School districts with a potentially larger capacity are further limited by lack of funding. These schools
cannot accept more non-resident students, because they do not have the resources in staff, instructors,

597
Natalie Sherman, New Bedford Voc-Tech to start construction on addition in October, SOUTH COAST TODAY (Sept. 18, 2013),
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130918/NEWS/309180341.
598
Projects: Norfolk County Agricultural High School, COMPASS PROJECT MANAGEMENT,
http://www.compasspminc.com/projects/details/norfolk-county-agricultural (last visited Feb. 19, 2014, 11:32 PM); see Appendix
X-1; see Appendix X-II; see Appendix X-III.
599
Projects: Norfolk County Agricultural High School, supra note 598.
600
Michael Gagne, Mass School Building Authority rejects aid proposals for projects at Diman, Durfee, THE HERALD NEWS (Dec.
27, 2013 2:32 PM), http://www.heraldnews.com/x2132766516/Massachusetts-School-Building-Authority-rejects-aid-proposals-
for-projects-at-Diman-Durfee; see infra Appendix X-1.
601
Michael Gagne, supra note 600.
602
603
604
605
606

68
equipment, physical space, supplies, etc. to handle the increased numbers.
607
This incorporates the
suggestion above to advocate against the tuition cap lowering.
608
If a district sending a student was to pay
a tuition that fully covered the cost of the students education, the potential receiving school may be able
to accept the non-resident student without the financial burden. In deciding which students could enroll in
out-of-district vocational schools, the programs the students have selected must be a priority. Schools
with waiting lists could recommend students on waiting lists to schools with capacity vacancies. The
funding would follow the student, which would allow the student to study the program he or she has
chosen.

Finally, a transportation system must be devised to get students residing in oversubscribed districts to
districts with vacancies. Sending communities are typically responsible for transportation of the pupils
they send to out-of-district schools.
609
There are several existing models that might be a guide in creating
a transportation system for vocational education. For example, METCO (Metropolitan Council for
Economic Opportunity) is a successful transportation program that transports a particular group needing
access to quality education to districts that can provide.
610
The METCO busing program transports non-
white children from racially imbalanced urban schools in Boston and Springfield to predominantly white
suburban schools in nearby communities.
611

Logistically, METCO serves as an excellent example of a program that successfully transports students
from one location to another for educational purposes. An investigation is needed to identify the causes of
why students of color may be disproportionately denied access to vocational education; however, if an
investigation reveals the need for such a program in vocational education, then a statewide program
modeled after METCO may provide a useful remedy. If vocational schools were to adopt a similar
transportation program, or to partner with the METCO program, they would not only address
transportation issues, but might also better integrate students of color into the vocational education
system. Transporting students from school districts with extensive waiting lists for vocational education to
schools with potential vacancies will be challenging, but it may also be the fastest and most efficient way
to the number of students on the waiting lists, and offer Massachusetts the type of education students
and their families feel is in their best interests. Funding for this program will need to be explored in further
detail, and specialized legislation may be needed, as was the case for METCO. Funding will need to be
further explored and specialized legislation may be needed in the case for METCO.

4. Dollars Follow Students

Many of the financial issues discussed earlier in this white paper may be resolved through a funding
scheme that allows funding to follow the student, rather than being based on the previous years
enrollment. Although charter schools have been highly controversial, their funding model may provide a
useful example of how tuition can follow students to their preferred schools. The mechanics of a system
like this will need to be designed in great detail to take into consideration the constraints on local
municipalities, states, and the schools that are attempting to provide greater access to vocational
education.

607
See infra Appendix X-I; see infra Appendix X-II; see infra Appendix X-III.
608
609
Massachusetts Public Schools K-12: Which Schools Can I Attend?, MASS RESOURCES ORG,
http://www.massresources.org/public-schools-schools.html (last visited Mar. 2, 2014).
610
METCO Voluntary Education Desegregation Plan in Massachusetts, MASS RESOURCES,
http://www.massresources.org/metco.html (last visited Feb. 20 2014).
611
Id.

69
I chose Cape Tech because it was something I
could put to use in todays society.

Student. Cape Cod Regional Technical High School.
Funding formulas based on real-time
enrollments may raise challenges for local
municipalities. Local districts need to
create their budgets before the start of the
fiscal year, which begins in the spring.
Since the schools may not know their
actual enrollment numbers for the current
school year until the fall of that year, some
issues may arise in the planning process. However, establishing a reserve fund administered by the state
may alleviate many of these concerns and provide municipalities with financial flexibility. One possible
way of managing this reserve fund would be to provide the Commissioner of Education with authorization
to distribute funds to accommodate new enrollments, not accounted for prior to the fiscal years start.
Under this model, districts could use the waiting list as an indicator of how many students the school will
likely need funding for in the upcoming school year. Ultimately, the goal of this funding scheme would be
to provide funding for current enrollments instead of the outdated enrollments of the previous year.

5. Partner with Local Manufacturers

Business partners can be invaluable in providing both input and resources to help the Commonwealths
vocational and technical high schools. The Program Advisory Committee at Franklin County Technical
School in Montague includes several owners of precision manufacturing companies, who helped to
provide $550,000 in funding to purchase automation machines at a discounted rate.
612
In Palmer, the
Pathfinder Regional Vocational and Technical High School is receptive to the needs of the business
community by limiting the program to 16 students, ensuring that 100 percent of machine students got
jobs in machine technology after graduation.
613
Nashoba Valley Technical High School in Westford
participated in iRobots 20 in 20 program that brings robotics ambassadors to classrooms to deliver
demonstrations and presentations on robotic technology.
614
These programs seem worth continuing, and
further partnerships with local companies could be pursued.

6. Self-Funding

Though many of the new programs in vocational and technical education focus on preparation for college
courses in science, technology, engineering and math, a core educational mission of the vocational
schools is to teach direct-to-hire trades. One way to augment funding focuses on the schools ability to
produce quality products and sell them to the public. For example, the Food Production and Management
program at College and Career Technical Institute (Pascagoula, Mississippi) sells lunch to the general
public, and snack foods to students during break.
615
These students get experience working at, and
managing, a restaurant, and while simultaneously making money to help fund the program itself.
616

Creating corporations, to offer products for sale, either in-person or online, also provides an opportunity
to teach core business principles, which could be used by students wishing to start their own businesses
after graduation. Schools can support programs by using the products to help offset the costs, and even
turn a profit, thereby providing vital resources that can be used to help assuage other vocational and

612
Cori Urban, Western Massachusetts vocational-technical high schools partner with industry to build skills for jobs, MASS LIVE
(February 14, 2014 5:08 AM),
https://signup.masslive.com/register/?return_to=http%3A%2F%2Fwww.masslive.com%2Fbusinessnews%
2Findex.ssf%2F2014%2F02%2Fwestern_massachusetts_vocationaltechnic.html%23comments.
613
Id.
614
iRobot, iRobot Launches 20 in 20 STEM Education Initiative, BUSINESS WIRE (September 9, 2010),
http://investor.irobot.com/phoenix.zhtml?c=193096&p=irol-newsArticle&id=1469044.
615
Note that this knowledge comes from a member of Law Office 14, who participated in said program. Home Page, COLLEGE &
CAREER TECHNICAL INSTITUTE, http://atc.psd.schooldesk.net/ (last visited Mar. 9, 2014, 3:20 PM).
616
Note that this information comes from the personal experience of a member of Law Office 14, who participated in described
program. Home Page, COLLEGE & CAREER TECHNICAL INSTITUTE, http://atc.psd.schooldesk.net/ (last visited Mar. 9, 2014, 3:09 PM).

70
I chose Cape Tech because I wanted to
do something different.

Student. Cape Cod Regional Technical High
School
technical education costs. Any profits realized from the sale of student products could then be turned
back to the school.

7. Austin Polytechnical Academy

Austin Polytechnical Academy (APA) is a public high school in Chicago, Illinois that fuses Chicago Public
Schools with the needs of local manufacturers, with the help of the Chicago Teachers Union.
617
The
school was established to respond to the growing impression that manufacturing will not be a major part
of Americas future, and that the four-year college path is more valuable for students and for the
economy.
618
The school also wanted to empower inner-city students by providing them both a valuable
education, and an opportunity for a rewarding career.
619
The APA partners with numerous local
manufacturers that support APAs vocational education.
620
The companies help to introduce students to
the industry, and provide opportunities for job shadowing and internships.
621
Many eventually hire
students in full-time jobs.
622
Most importantly, these companies help impact the students education.

The APA model is very much in line with advocates goals of increasing students access to vocational
education, and it also provides evidence of the value of vocational education to the economy and in
fostering job growth. APA advertises itself as both a way to enrich the communitys students through a
new educational model, and as a way to meet the needs of local manufacturers for a skilled and ready
workforce. This initiative has gained the school
nation-wide recognition.
623
In his campaign,
President Obama has acknowledged the schools
innovation by saying Austin PolyTech is bringing
hope back to the community.
624
While replicating
the APAs exact approach completely is not
realistic, following APAs lead, by reaching out to
local manufacturers may be an excellent way to
attract both expertise and resources financial
and otherwise to the vocational schools.
Staying Power II stresses that Massachusetts manufacturers need to fill jobs, both now and in the
future.
625
Forty-three percent of firms that responded to the survey cited difficulty or extreme difficulty in
recruiting skilled craftsmen.
626
Massachusetts manufacturers may well be persuaded that helping to both
design and produce the skilled workers they need by getting involved with vocational education is a very
smart investment in human capital.

While each of these proposed solutions may not solve the access and quality issues on their own, they
serve as potential fixes to the many obstacles discussed in this white paper. The legal arguments
preceding this section have created an avenue to initiate change, and these solutions are suggestions to
begin to address issues affecting vocational programs.
627
These solutions serve to overcome the
obstacles of access and how to improve the postsecondary lives of students by recognizing the role of

617
DAN SWINNEY, THE POLYTECH MODEL OF SECONDARY EDUCATION TOWARDS GLOBAL LEADERSHIP IN ADVANCED MANUFACTURING 1
(2012).
618
Id. at 2-3.
619
DAN SWINNEY, CTR. FOR LABOR & CMTY RESEARCH, BUILDING THE ROAD AS WE TRAVEL, 1 (2010).
620
Id.
621
Id.
622
Id.
623
DAN SWINNEY, supra note 617, at 7.
624
NATHAN CUMMING FOUNDATION ET AL., THE AMERICAN ECONOMY, MANUFACTURING, AND SUSTAINABILITY 28 (2011)
625
BARRY BLUESTONE ET AL., STAYING POWER II A REPORT CARD ON MANUFACTURING IN MASSACHUSETTS 83 (2012).
626
Id.
627
See generally supra Part V.

71
vocational programs in making students college and career ready, prepared to serve the interests of the
Commonwealth.

8. Statewide Vocational Education Planning Board

The Commonwealth should establish a single board to help manage and oversee the retooling of the
vocational education system, and ensure investments are made adequately and efficiently. Improving
communication between the states executive offices like the Department of Elementary and Secondary
Education and the Massachusetts School Board Authority and school department officials is critical.
The sharing of knowledge and the integration of planning is necessary to support the efficient delivery of
education vocational education; a statewide board can seek synergies and make intelligent decisions with
respect to governance, funding, capital asset management and many other functions.

Delivering appropriate vocational education is a complex undertaking, but the development of a board
with particular expertise in this sector can help alleviate the burden of state officials who have other
concerns and can only maintain vocational education as an afterthought. The importance of implementing
change on a solid foundation cannot be overlooked.

72
VII. CONCLUSION

With a predicted increase in middle-skilled job openings over the next decade, Massachusetts has a need
for students with vocational training.
628
Simultaneously, however, the waiting list survey found that
thousands of students are placed on waiting lists due to lack of space or insufficient funding.
629

An analysis of the Chapter 70 Foundation Budget formula for education in Massachusetts revealed areas
in which vocational schools were still underfunded.
630
This was further evidenced in that all 15 sample
schools analyzed spent above the Foundation Budget, a budget that the state determined was sufficient
enough to provide an adequate education.
631
The gap in funding between the amount of money vocational
schools actually spent and the amount provided to them by the state has prohibited schools from
accepting more students.
632
Furthermore, because the Foundation Budget allocates funds to each school
based on the number of students enrolled in the previous year, the Foundation Budget lags behind a
years time in the amount of money a particular school needs.
633
This is another disincentive for schools to
accept more students, as their acceptance would place more strain on an already underfunded system.
634

Several different legal avenues have been proposed to address the issue of access. The first was to call
upon the Commonwealth to follow its constitutional duty to provide education for all students, rich and
poor, as affirmed in McDuffy.
635
However, the existence of the waiting lists is evidence that this duty is not
being met.
636
Furthermore, the decision in Hancock, holding that the Commonwealth was making
progress towards improving education, did not address the specific funding needs of vocational education
and therefore should not limit an attack on the states obligation to provide adequate education.
637
Thus,
McDuffys mandate of a state duty to educate every child can still be used to advocate for vocational
education. Furthermore, a Title VI claim could be raised as minorities have appeared to be
disproportionately denied access to vocational schools.
638
Denying students of color access to vocational
schools would be a violation of Title VI of the Civil Rights Act of 1964.
639

Lastly, Massachusetts agreement to have the No Child Left Behind Act requirements waived in 2009
requires the state to halve the number of students that are not college and career ready by 2017.
640

However, there is an indication that vocational schools have a higher percentage of vocational students
who require remediation in post-secondary education as compared to college-centric students.
641
Data
has also revealed that there may be a relationship between underfunding and remediation rates above
the state average.
642
The high remediation rates could potentially indicate an explicit breach of the
Commonwealths 2017 goal, as well as an implicit violation of the spirit of the NCLB waiver, further
emphasizing the need to provide additional funding to vocational schools.

628
See generally supra Part I.
629
See supra Figure 2.
630
631
632
633
634
635
See supra Part V(A).
636
See supra Part III; see supra Part V(A).
637
See supra Part V(A)(3).
638
See supra Part V(B).
639
See supra Part V(B).
640
See supra Part V(B)(2).
641
See supra Part IV(C)(4).
642
See generally supra Part V(C).

73
A wide range of solutions to increase access to vocational education include different methods to improve
the perception of vocational high schools, increase vocational education funding and accommodate more
students through increasing the physical capacity of vocational schools.
643

643

74
APPENDIX D: SURVEY METHODOLOGY

Survey A

As mentioned in the text of the white paper, the authors distributed a survey to vocational schools across
Massachusetts. The purpose of the survey was to assess the status of access to career and vocational
education across the state. Part of the survey asked the schools to report if they had a waitlist of students
trying to access their schools or if they had available seats.
644

The authors of this white paper developed the survey instrument subject to feedback from relevant
stakeholders. The president of the Massachusetts Association of Vocational Administrators (MAVA)
distributed the survey to the Associations membership, which includes 66 Chapter 74 approved
schools.
645
After realizing that very few schools with large minority populations responded, the authors did
additional outreach to schools with the highest minority populations, in order to ensure a representative
sample of schools. Out of 66 schools, 23 responded to the survey a 34.8% response rate. All survey
responses are summarized in Appendices X-1, X-2 and X-3.
646

The summary includes a few alterations from the raw responses to increase the accuracy of the survey
analysis. This summary eliminates duplicate answers (i.e. when one schools responded to the survey
three times, only the most complete answer is included). The summary also assumes that when the
survey asked for a number, if the respondent left it blank, then the number requested is 0 (i.e. If the
question How many students are on your schools waitlist as of December 2013? is left blank, the
summary assumes that there were no students on the waitlist). Additionally, if a respondent reported that
its school had no waitlist and then still checked off program names for which the school had a wait list, it
was assumed that it misread the second question. The program names were deleted, as they could not
have a waitlist if the school as a whole had no waitlist.

Survey B

In 2012, MAVA distributed a survey to their members that only asked how many students were on each
schools waitlist. The responses to this survey (Survey B) were added to the results of Survey A.
647
This
allowed the authors to analyze information from more schools in order to evaluate system wide trends.
Only the responses from Survey A were included for those schools that responded to both surveys.

In total, 32 schools responded to The Surveys, representing approximately 46% of all vocational
schools.
648

Demographic Analysis

644
See infra Appendix G (exact copy of survey questions).
645
Career/Vocational programs in Massachusetts are grouped into two categories: (1) those approved of by the Department of
Elementary and Secondary Education pursuant to Massachusetts General Law Chapter 74, and (2) those that meet the federal
definition of career and technical education programs, but are not Chapter 74 approved programs. These categories are denoted
as C74 (i.e. Chapter 74 approved) and N74 (i.e. not Chapter 74 approved) programs. Since the analysis undertaken in this report
focuses on the states actions that may contribute to a lack of access, the survey was only distributed to C74 schools because
they are the schools approved of through state law. These schools are also funded through the Chapter 74 formula and therefore
would be most affected if the formula had the effect of discriminating against a certain group of students. Schools with Chapter
74 vocational programs account for XX% of the vocational schools offered in MA.
646
See infra Appendix X-1, X-2 and X-3.
647
648

75
The demographic information used to analyze the waitlist results was compiled from publicly available
school profiles DESE data from 2103, the most current data available. This demographic data is based
on the student population of the school itself, not the waitlist. Schools do not currently collect or analyze
demographic information of students on their waitlist. Thus, the demographics of the schools were used
as a proxy for that information as it is the closest indicator available.

76
APPENDIX F: TITLE VI

Actions Prohibited by Title VI
34 C.F.R. 100.3

(b) Specific discriminatory actions prohibited.
(1) A recipient under any program to which this part applies may not, directly or
through contractual or other arrangements, on ground of race, color, or national
origin:
(i) Deny an individual any service, financial aid, or other benefit provided under the
program;
(ii) Provide any service, financial aid, or other benefit to an individual which is
different, or is provided in a different manner, from that provided to others under
the program;
(iii) Subject an individual to segregation or separate treatment in any matter
related to his receipt of any service, financial aid, or other benefit under the
program;
(iv) Restrict an individual in any way in the enjoyment of any advantage or
privilege enjoyed by others receiving any service, financial aid, or other benefit
under the program;
(v) Treat an individual differently from others in determining whether he satisfies
any admission, enrollment, quota, eligibility, membership or other requirement or
condition which individuals must meet in order to be provided any service,
financial aid, or other benefit provided under the program;
(vi) Deny an individual an opportunity to participate in the program through the
provision of services or otherwise or afford him an opportunity to do so which is
different from that afforded others under the program (including the opportunity to
participate in the program as an employee but only to the extent set forth in
paragraph (c) of this section).
(vii) Deny a person the opportunity to participate as a member of a planning or
advisory body which is an integral part of the program.

77
OCR complaint requirements and logistics for filing

I. Complaint Letter Requirements
The complaint letter to the OCR would detail the discrimination that students of color face in enrolling in
vocational education programs throughout Massachusetts. If the cause of the discrimination is known,
then a description of the cause is encouraged. Additionally, the complaint must state when the alleged
discrimination took place. Typically there is a 180 day window after the incident of allowance for filing a
complaint; however, this alleged discrimination is ongoing, therefore the 180 day timeframe would not
strictly apply. (34 C.F.R. 100.7). Contact information for MCAN (the filing party) must be included on the
complaint, along with proper identification of the alleged offending agency, the Massachusetts DESE.
Finally, ample background information on the discrimination should be included as well. The regional
office can also be contacted for any assistance in preparing complaints. Advocates who have previously
filed Title VI complaints encourage filing parties to contact their regional office in advance to better
understand the type of information that is most important to include.

II. Filing the Complaint
Complaints are filed with the regional OCR office. Massachusetts regional office is located in Boston; its
contact information is provided below:

Office of Civil Rights
US Department of Education
8
th
Floor
5 Post Office Square
Boston, MA 02109
P: (617) 289-0111
OCR.Boston@ed.gov

78

79

80

81

82
APPENDIX H: EXPENDITURE DETAIL OF EDUCATIONAL COST CATEGORIES

Expenditure Detail of Educational Cost Categories

Administration
School Committee
Superintendent
Assistant Superintendents
Other District-Wide Administration
Business and Finance
Human Resources and Benefits
Legal Services for School Committee
Legal Settlements
District-wide Information Mgmt and Tech

Instructional Leadership
Curriculum Directors
Department Heads
School Leadership-Building
Curriculum Leaders/Dept Heads-Building Level
Building Technology
Instructional Coordinators and Team Leaders

Classroom and Specialist Teachers
Teachers, Classroom
Teachers, Specialists

Other Teaching Services
Medical/Therapeutic Services
Substitute Teachers
Non-Clerical Paraprofs/Instructional Assistants
Librarians and Media Center

Professional Development
Professional Development Leadership
Teacher/Instructional Staff-Professional Days
Substitutes for Instructional Staff at Prof. Dev.
Prof. Dev. Stipends, Providers and Expenses

Instructional Materials, Equipment, and Technology
Textbooks and Related Software/Media/Materials
Other Instructional Materials
Instructional Equipment
General Supplies
Other Instructional Services
Classroom Instructional Technology
Other Instructional Hardware
Instructional Software

Guidance, Counseling, and Testing
Guidance and Adjustment Counselors
Testing and Assessment

83
Psychological Services

Pupil Services
Attendance and Parent Liaison Services
Medical/Health Services
In-District Transportation
Food Salaries and Other Expenses
Athletics
Other Student Body Activities
School Security

Operations and Maintenance
Custodial Services
Heating of Buildings
Utility Services
Maintenance of Grounds
Maintenance of Buildings
Building Security System
Maintenance of Equipment
Extraordinary Maintenance
Networking and Telecommunications
Technology Maintenance

Insurance, Retirement Programs, and Other
Employer Retirement Contributions
Insurance for Active Employees
Insurance for Retired School Employees
Other Non-Employee Insurance
Rental Leases of Equipment
Rental Lease of Buildings
Short Term Interest RANs
Crossing Guards, Inspections, Bank Charges

84
APPENDIX I: LEGAL WEIGHT OF TITLE VI GUIDELINES

Courts Heavily Weigh the Title VI Guidelines

Guidelines are frequently released by various federal agencies. Sometimes these guidelines are simply
explanatory and other times they carry great legal influence. The actual legal weight of the guidelines
related to vocational education must be clarified.
The guidelines pertain to recipients of any federal funding from DOE that offer or administer programs of
vocational education or training... [including] state agency recipients.
649
In terms of the legal authority of
these agency guidelines, they may be interpretive rules.
650
While interpretive rules do not create new
laws or rights, they clarify and explain the meaning of existing statutes.
651

More helpful in determining the legal weight of the guidelines is how previous cases have discussed the
utilization of guidelines in general. The most relevant cases here regard public school desegregation and
how following these guidelines effectuate desegregation. Courts admit the guidelines are not the
absolute polestar for determining constitutional rights and duties.
652
However, guidelines are generally
entitled to serious judicial deference, respectful consideration, and great weight in a courts ultimate
ruling.
653
As the Whittenberg v. Greenville County School District court discusses, the purpose of granting
some legal weight to guidelines is because at the least a close partnership between the judiciary and the
executive is required.
654
Given how these guidelines have been used in the education field, courts would
most likely significantly consider these guidelines in the context of vocational education.

649
34 C.F.R. Pt.100, App.B (West, Westlaw current through February 6, 2014).
650
2 AM. JUR. 2D Administrative Law 145 (2014).
651
2 AM. JUR. 2D Administrative Law 145 (2014).
652
Clark v. Bd. Of Educ. of Little Rock Sch. Dist., 374 F.2d 569, 570 (8
th
Cir. 1967).
653
Whittenberg v. Greenville Cnty. Sch. Dist., 298 F. Supp. 784, 789 (D.S.C. 1969).
654
The Courts, Hew, and Southern School Desegregation, 77 Yale L.J. 321, 365 (1967).

85
APPENDIX J: THE MASSACHUSETTS FOUNDATION BUDGET, AS OF 7/12/2013
655

In Massachusetts, the definition of an adequate spending level for a school district is called its foundation
budget. It is a statistical measure that was developed by a group of superintendents and an economist in
the early 1990s. They developed a model school budget which quantified for the average school district
what constitutes an adequatebut not excessivelevel of funding.
656
The goal of the Chapter 70
formula is to ensure that every district has sufficient resources to meet its foundation budget spending
level, through an equitable combination of local property taxes and state aid.

Each districts foundation budget is updated each year to reflect inflation and changes in enrollment.
Enrollment plays an important role not just because of the total number of pupils, but also because there
are differences in the costs associated with various educational programs, grade levels, and student
needs. Districts differ greatly in the percentages of their student population that fall into these enrollment
categories. As a result, when districts foundation budgets are presented in per pupil terms, there is
considerable variation. The FY14 statewide average is $10,351 per pupil, but the range for academic
districts is from $8,497 in Boxford to $12,119 in Boston. Vocational districts, whose programs are more
expensive, range from $14,655 to $16,947.

The FY14 foundation budget continues the major changes to the calculations first implemented in FY07.
The changes directly align the foundation budget categories with the chart of accounts which schools use
to track how they spend their money. The rationale for the changes is discussed in detail on the DOE
website at

http://www.doe.mass.edu/finance/chapter70/chapter_07_change_detail.docx

It is notable that since FY05, charter school tuition rates have relied upon foundation budgets calculated
for each sending districts pupils at each charter school.

How the Foundation Budget Is Calculated

A districts foundation budget is derived by multiplying the number of pupils in fourteen enrollment
categories by cost rates in eleven functional areas. Any districts FY14 calculations can be seen on the
foundation budget link available in the FY14 Chapter 70 formula spreadsheet. Here we use the
Marshfield school districts calculations as an example.

Foundation Enrollment

The columns going across the page are the fourteen enrollment categories used in the foundation budget
calculation. Any given years foundation enrollment is a count of the number of pupils for whom a school
district is financially responsible, on October 1st of the previous year
657
. It is comprised primarily of local
resident school-children attending their communitys local or regional school district. However, the
measure also includes students for whom the district is paying tuition, at Commonwealth charter schools,
other school districts, special education schools and other settings. It does not include tuitioned-in
students from other districts, because their home districts are paying for those students costs.

655
MA. DEPT. OF ELEMENTARY AND SECONDARY EDUC., THE MASSACHUSETTS FOUNDATION BUDGET (2013), available at
http://www.doe.mass.edu/finance/chapter70/chapter_cal.pdf.
656
Edward Moscovitch, Model School Budget. Cape Ann Economics, Rockport, Massachusetts, 1992, p1.
657
For example, FY14 foundation enrollment is based upon Oct 1, 2012 headcount. The one-year lag is necessary because the
next years enrollment is not known until after the state budget.

86
Based upon the pupil-specific information submitted by each school district to the Massachusetts
Department of Elementary and Secondary Education, a student is classified as being in one of the
following categories, which appear in columns 1 through 10 of the report.

Column Description

1 regular education or special education pre-kindergarten
2 regular or special education half-day kindergarten
3 regular or special education full-day kindergarten
4 regular or special education elementary (grades 1-5)
5 regular or special education junior high/middle (grades 6-8)
6 regular or special education senior high (grades 9-13)
7 limited English pre-kindergarten
8 limited English half-day kindergarten
9 limited English (grades 1-12)
10 vocational education (grades 9-12)
658

These headcounts are used to compute total foundation enrollment at the far right of the report. Note that
for the purpose of computing this total, pre-school and half-day kindergarten categories count as .5 full-
time equivalent pupils because they typically attend for half the school day. For example, Marshfields
total foundation enrollment of 4,344 (shown in the last column on the right) counts its 96 pre-schoolers
(columns 1 and 7) as 42 pupils; its 268 half-day kindergartners (column 2) count as 134 pupils; and its 2
ELL half-day kindergartners (column 8) as 1 pupil.

In columns 11 through 14 there are four cost increment categories that are intended to reflect the
additional resources needed to educate special education and low-income students. These students have
already been counted in columns 1 through 10, and are therefore not added to total enrollment.

Assumed in-district special education enrollment (column 11) is set at 3.75 percent of foundation
enrollment (not including pre-kindergarten and vocational pupils) and 4.75 percent of vocational
enrollment. These headcounts are assumed rather than actual counts of pupils, an approach
which is practiced in other states around the country.
659

Assumed out-of-district special education enrollment (column 12) is set at one percent of total
foundation enrollment (again not including pre-kindergarten and vocational pupils).

Low-income status is reported on the basis of eligibility for free and reduced lunch programs. The
FY14 increment for grade 1 to 8 low income students (column 13) is $3,393 per pupil. The FY14
increment for grade 9 to 12 low income students is $2,743 (column 14). Massachusetts has been
ranked as having the highest such poverty factors in the nation.
660

A lengthier description of how foundation enrollment is generated can be found on the DESE School
Finance web site at http://www.doe.mass.edu/finance/chapter70/enrollment_desc.docx.

658
If a town is a member of a regional vocational district, its resident pupils at that district are not counted in local district
enrollment. The vocational district reports those pupils and Chapter 70 aid goes directly to the vocational district. Post-graduate
and post-secondary pupils in programs run by vocational districts may be counted if they pay less than the state-approved tuition
rate.
659
Verstegen, D. A. (2011) Public education finance systems in the United States and funding policies for populations with
special educational needs. Education Policy Analysis Archives, 19 (21). Retrieved 7/5/2012, from
http://epaa.asu.edu/ojs/article/view/769. As of 2011, 5 states used a census-based approach similar to Massachusetts.
660
Kevin Carey, The Funding Gap 2004. The Education Trust, Special Report: Washington, DC. 2005, p.13.

87

Associating a cost with each enrollment category and function

Each pupil generates a specific cost in each functional category. The costs are higher at the upper
grades. They are also higher in the limited English and vocational programs. Special education and low-
income increments add substantial costs as well.

A summary of the assumptions underlying foundation rates describes how all eleven categories are
derived. The largest dollar amount is represented by the class size and salary assumptions for teachers.
The statutory class sizes of 22 for elementary, 25 for junior high/middle, and 17 for high school remain in
effect. The FY94 teacher salary of $38,000 has been factored up by inflation so that in FY13 it stands at
$64,923.

The Wage Adjustment Factor

The wage adjustment factor gives a district credit for having higher school costs if it is located in a
geographic area where average wages are higher than in other areas of the state. In theory it is more
expensive for them to attract teachers and other staff to come to work there, because the cost of living is
higher. Massachusetts is one of the few states in the country to use such a factor.

The wage factor is calculated using the latest available average wage data supplied by the states
Department of Employment. The factor reflects a towns own average, but is much more heavily weighted
to the average of the labor market area the town is located in. There are 23 labor market areas used.
There are real differences in these averages, which represent the combined total for all industries both
private and public.

88

CY11 CY11 CY11
Labor Market Area Wages Employment LMA Avg
unassigned 148,061,299 4,553 32,520
Great Barrington, MA LMA 477,638,731 13,487 35,415
Tisbury, MA LMA 332,929,030 7,845 42,438
Nantucket County/town LMA 271,549,916 5,721 47,465
Amherst Center, MA Micropolitan NECTA 717,721,298 16,419 43,713
Athol, MA Micropolitan NECTA 196,175,578 5,609 34,975
Barnstable MA Metropolitan NECTA 3,894,977,595 96,766 40,252
Boston-Cambridge-Quincy, MA NECTA Division 115,752,922,604 1,666,451 69,461
Brockton-Bridgewater-Easton, MA NECTA Division 3,828,768,856 86,651 44,186
Framingham, MA NECTA Division 11,040,980,882 153,812 71,782
Greenfield, MA Micropolitan NECTA 558,624,782 15,868 35,204
Haverhill-North Andover-Amesbury, MA-NH
NECTA Division 2,017,832,966 44,913 44,928
Lawrence-Methuen-Salem, MA-NH NECTA
Division 1,771,964,894 39,915 44,393
Leominster-Fitchburg-Gardner, MA Metropolitan
NECTA 1,856,484,022 47,532 39,058
Lowell-Billerica-Chelmsford, MA-NH NECTA
Division 6,954,259,540 112,515 61,807
Nashua, NH-MA NECTA Division 124,731,232 3,338 37,367
New Bedford, MA Metropolitan NECTA 2,729,187,273 65,946 41,385
North Adams, MA-VT Micropolitan NECTA 463,095,741 12,002 38,585
Peabody, MA NECTA Division 4,775,488,570 100,140 47,688
Pittsfield, MA Metropolitan NECTA 1,464,638,237 34,917 41,946
Providence-Fall River-Warwick, RI-MA Metropolitan
NECTA 3,674,981,922 94,851 38,745
Springfield, MA-CT Metropolitan NECTA 10,349,558,823 244,227 42,377
Taunton-Norton-Raynham, MA NECTA Division 2,052,431,991 44,001 46,645
Worcester, MA-CT Metropolitan NECTA 11,174,421,255 231,261 48,320
State Total 186,629,427,037 3,148,740 59,271

A districts wage factor is a percentage that is applied to the eight salary-related functional categories in
the foundation budget
661
. The labor market area for a district is compared to the state average and
weighted at 80 percent. The towns own factor is weighted at twenty percent. The distance above or
below the state average is then divided by three to determine the wage adjustment factor.

Prior to FY2000, districts in lower-wage areas saw significant reductions in their foundation budgets, by
as much as ten percent. Since then, annual budget language has cushioned districts from these
reductions, to the point where beginning in FY04, only those with above-average wages have been
affected by the wage adjustment factor. Those below the average are set to 100 percent. In FY14, 115
municipalities in just three labor market areas are affected:

Boston/Cambridge/Quincy NECTA division
Framingham

661
The wage factor is not applied to instructional equipment, employee benefits, or special education tuition.

89
Lowell/Billerica/Chelmsford NECTA division

A districts wage factor appears at the bottom left of its foundation budget report. Marshfields wage factor
is 102.3 percent.

FY14 Foundation Budget: Massachusetts State Totals

After applying the wage factor, the statewide total for all school districts in FY14 is $9,711,217,582.
Teaching makes up 45 percent. The six instructional categories (instructional leadership, teachers, other
teaching services, professional development, instructional materials/technology, and
guidance/psychological) account for a combined 70 percent.

FY14 Foundation Budget by Category
Category Dollars Pct of Total
administration 452,726,919 4.7
instr leadership 617,336,130 6.4
teachers 4,388,292,858 45.2
other teaching srvcs 856,416,569 8.8
prof development 157,394,996 1.6
instr materials equip & tech 508,627,530 5.2
guidance/psych 267,602,990 2.8
pupil services 239,890,171 2.5
maintenance 1,113,258,810 11.5
benefits 903,620,413 9.3
sped tuition 206,050,195 2.1
total 9,711,217,582 100.0

90
FY14 Foundation Budget: District Results

When presented in per pupil terms there is considerable variation among districts in their foundation
budgets. After separating out vocational districts as a separate category, urbanized centers are higher
than other types of districts by more than $1,400 per pupil.

A listing by district shows each districts per pupil amount, with some of the key factors that can contribute
to higher foundation budgets.

Contacts

Melissa King 781-338-6532 mking@doe.mass.edu Chapter 70
Roger Hatch 781-338-6527 rhatch@doe.mass.edu Chapter 70
Hadley Cabral 781-338-6586 hcabral@doe.mass.edu Charter School Finance

91
APPENDIX L: MINUTEMANS STATEMENT OF THE PROBLEM

STATEMENT OF THE PROBLEM
Long Term Sustainability of the Minuteman Regional Technical School District

1. The Minuteman School Building has reached its expected life span and needs renovation or
replacement. Substantial costs have been required to operate in recent years. The roof, windows,
doors, HVAC distribution systems, plumbing, electrical systems, lighting, controls, insulation,
physical lay-out, instructional spaces, equipment, technology, health facilities, parking, handicap
access, and athletic facilities, are outdated after 38 years of day and evening use. Instructional
areas in many cases have been adapted from their original design purpose to accommodate new
programs or changes in technology and instruction. Code issues need to be addressed. Evening
adult use is extensive for programs in demand.

This school has a statewide reputation for quality instruction and is dependent on 100% of
member towns to approve and appropriate funds for the design and construction of school
facilities that will meet the vocational technical needs of the students, local businesses and
industries of the region.

MSBA shall reduce the cost of planning and construction with a minimum percentage estimated
@ 40%.

Non-member municipalities do not pay for capital costs, but their tuition payment does
contribute substantially to the operating cost of the school and aids in supporting a wider array
of programs than member municipalities alone can support.

Member municipalities own the school and their elected official(s) appoint a representative to
the districts governing school committee (board- of-control) who employ its superintendent, set
policies for management, students, programs, employees, facilities and their use. The school
committee, acting through its Superintendent, determine the number, size and array of
instructional programs to be offered, changed or modified to meet the needs of their children
and their economic partners.

Changes in the number of member school districts would change the governance and cost
allocation of both capital and operating cost of all members.

Changes in the District Agreement voted by all member towns may be required to achieve
sustainability for a viable technical school district for the future.

Charge: The Amendment Subcommittee will review information presented to them and use this
information when they make recommendations to the Minuteman Regional Vocational Technical
School Committee concerning the sustainability of the school, which would be in the form of an
amended regional agreement.

2. Enrollment for Minuteman High School @ 739 students continues a long history of being
below the school districts original designed capacity (1,171). Minuteman provides high quality
Chapter 74 programs, through which students earn both a certificate of occupational proficiency
and a high school diploma. Minuteman is accredited by the New England Association of Schools
and Colleges (NEASC). The number of students who attend the school is below the vocational

92
districts expectations and affects the schools cost-efficient operation. The goal of the Regional
Agreement is to maximize the utilization of this education resource to serve the member districts.

93
Enrollment from member school districts in FY13 is 401 students, or 54% of the total Minuteman
student population. This enrollment alone is insufficient to populate and efficiently operate the twenty
(20) approved Chapter 74 programs currently available.

! Programs respond to a wide variety of student interests and their career and college
aspirations.

! Programs represent the broad employment needs of the regions 16 member towns and the
surrounding job market. A program advisory committee of local employers and stakeholders
support each program.

! Some programs have low enrollment leading to relatively high per-pupil operating costs.

! One-percent (1%) of the total student populations from the 16 member towns attends
Minuteman High School. On average 4.4% of all eighth graders, apply. 71% of applicants
enroll.

! 46% of the students enrolled from member towns require special education services under
individual educational plans (IEP).

! 28.7% of the students enrolled come from low-income households.

! Member municipalities are required by law to pay the state set tuition and transportation
costs for a student from their town enrolled elsewhere in a program that is not available at
Minuteman High School.

Enrollment of students from non-member municipalities is 338, or 46% of total student
enrollment, coming from over 30 non-member municipalities in FY13. Non- member students
have the right to access the programs at Minuteman High School under provisions of MGL
Chapter 74, Section 7. Non-member students admitted to Minuteman High School come to the
school for two reasons:

1. Students want a program available at Minuteman High School that is not
available in their home school district.
2. Students not admitted to an approved vocational program at the vocational
school serving their resident town because that school did not have sufficient
space, and Minuteman High School accepts the student and has room in that
program.

! The non-member students municipality is required to pay a tuition that the state has capped
in FY13 at $ 19,060 per student. An additional stipend for special education services is
required by a students IEP. Non Resident Tuition revenue in FY 12 totaled $5,228,572.
Sending schools receive no less than 17.5% ($2,845 Per-pupil) in state Chapter 70
foundation aid.

! Municipalities sending students to Minuteman do not pay for capital expenses as do
Minuteman member towns. Non member tuition revenue supports the operational
expenses, and contributes to the stability and sustainability of resources for the program
offerings.

! Non-member municipalities must provide for transportation cost for students going to
Minuteman. There is a token (8%) reimbursement in FY13. By contrast, member
municipalities of the region have their assessed cost for transportation reduced by a regional
transportation reimbursement aid (52% estimated in FY13).

94

Supporting Data Sources

Massachusetts Department of Elementary and Secondary Education (DESE)
Facility Study and Capacity Analysis Minuteman Career and Technical High School New England School Development
Council (NESDEC), March, 2011

Students Enrolled at Minuteman who are supported by assessment to Member Towns

Total of All Students Foundation Enrolled in Member Town School Districts

95

*Dover enrollment at Dover-Sherborn Regional in not included in the base for the district

Foundation Enrollment over 20 years for Member District Schools

96

Minutemans Share of Total Regions K-12. Data on Foundation Enrollment (below).

Oct. 1, 2013 Foundation Enrolled By Member Town (above) DESE

Reference MGL referenced above

CONSTITUTIONAL OBLIGATION FOR MASSACHUSETTS PUBLIC SCHOOLS

*McDuffy vs. Commissioner of Education 1993

At the conclusion of its decision, the court set out broad guidelines regarding the nature of the duty to educate.
The court stated that - An educated child must possess 'at least the seven following capabilities: (emphasis
added)

(i) sufficient oral and written communication skills to enable students to function in a complex and rapidly
changing civilization;
ii) sufficient knowledge of economic, social, and political systems to enable students to make informed choices;
(iii) sufficient understanding of governmental processes to enable the student to understand the issues that affect
his or her community, state, and nation;

(iv) sufficient self-knowledge and knowledge of his or her mental and physical wellness;

(v) sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage;

(vi) sufficient training or preparation for advanced training in either academic or vocational fields so as to
enable each child to choose and pursue life work intelligently; and (vii) sufficient level of academic or
vocational skills to enable public school students to compete favorably with their counterparts in
surrounding states, in academics or in the job market.'

97

Chapter 74 Requirement

DESE Guidelines on student access to Chapter 74 Programs

Out-of-district c74 tuition in FY14 capped at $ 19,060. Per student Transportation additional
with limited reimbursement

Students have the freedom to seek admission to schools with state-approved vocational technical
education programs. Such programs are approved pursuant to M.G.L. c. 74 603 CMR 4.00 and are
known as Chapter 74- approved programs. The student would file an application for admission to the
school. Note that all students who seek admission to vocational technical education schools/programs
must follow the admission process (including using school-provided application forms) of the school to
which they seek admission. The Guidelines for Admission Policies of Vocational Technical Secondary
Schools and Comprehensive Secondary Schools | address admission to schools/programs.

In the case of a student seeking admission to a school outside of his/her district of residence, the
student and/or receiving district would also file a Chapter 74 Vocational Technical Education
Nonresident Student Tuition Application with the student's district of residence superintendent of
schools. If accepted to a school that has a program in which the student would like to explore as a
ninth grader and then study as a major, or begin studying as a tenth or eleventh grader and such
program is not offered through the student's district of residence, the student's city/town would be liable
for the payment of nonresident tuition for the program. Note that the Department is reviewing the tuition
responsibility for a student who resides in a city/town that is a member of a
regional vocational technical school district and who has been placed on a waiting list for a program that
is offered by the regional school district.

Note that a student may seek admission to a Chapter 74-approved program outside of his/her district of
residence even if it is offered through his/her district of residence in anticipation of the same program
not being available to him/her through his/her district of residence due to oversubscription. In such a
case, the student must have
applied for the Chapter 74-approved program offered through his/her district of residence before filing a
Chapter
74 Vocational Technical Education Nonresident Student Tuition Application .

The Law and Regulations:

These Guidelines will assist school districts and cities/towns with the implementation of the law and
regulations. The sections of the law and regulations regarding nonresident student tuition are quoted
below for reference.

M.G.L. c. 74, Section 7 states:

Residents of towns in the commonwealth not maintaining approved independent distributive
occupations, industrial, agricultural, vocational home economics and allied health occupations training
schools offering the type of education desired, or children placed in such a town by the commissioner of
social services or by the trustees
of the Massachusetts training schools, may, upon the approval of the commissioner under the direction of
the
state board, be admitted to a school in another town. In making his decision, the commissioner under
the direction of the state board shall take into consideration the opportunities for free vocational training
where the applicant resides, the financial status of such place, the age, preparation, aptitude and
previous record of the applicant, and other relevant circumstances.

6.4.13

98
APPENDIX M: METHODOLOGY FOR FIGURE 6
662

Base data derived from Massachusetts Department of Elementary and Secondary Education
website.
663

Step 1: ESE Tab School/District Profile " ESE Sub-Tab Finance " ESE Link Per Pupil
Expenditure Report " ESE Sort Key 0000000 (all Ma.) " Select Year 2006 & 2012 "
Output.

Step 2: Add foundation budget per pupil information for each city and town.
664

Step 3: Assign wealth codes (aka CEY Quintiles) to each city/town.
665

Step 4: Apply calculation to F.Y. 2006 Per Pupil Expenditure Amount to adjust for inflation. (This
step applies only to the F.Y.2006 generated in Step 2.)

Step 5: Code each city/town by regular education or regional/independent vocational schools.

Step 6: Categorize information by wealth district; sort F.Y. city and town expenditure per student
by wealth code assigned in Step 3.

Step 7: Categorize within each wealth district for type of education; sort Step 6 into regular and

Step 9: Calculate the averages; Find the average for regular and vocational education per pupil
for each wealth district.

662
See supra pp. 31-33.
663
Data collected from: Per Pupil Expenditures Report, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION, available at http://profiles.doe.mass.edu/state_report/ppx.aspx (last visited Mar. 7, 2014).
664
Data collected from: FY12 Chapter 70, Comparison to FY11, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND
SECONDARY EDUCATION (Feb. 9, 2012), available at http://www.doe.mass.edu/finance/chapter70/chapter_12.html.
665
Data collected from: Luc Schuster, Latest Master Workbook (unpublished Excel file) (Feb. 8, 2014) (on file with
Law Office 14 at Northeastern University School of Law).

99
APPENDIX N: SURVEY WAITING LIST DEMOGRAPHICS

Methodology of determining each column within Appendix X-1:

What is the name of your school?: The names that Responding Schools provided were edited
to reflect the full name of the school as indicated on the DESE website.

How many students are on your schools waiting list?: These numbers were provided by the
Responding Schools.

How many additional students could your school accommodate? (vacancies): Only the 2013-
2014 Responding Schools were asked this question. Blank cells indicate that the school did not
provide an answer. The numbers in these cells are referred to as vacancies.

Total Enrollment: Go to this website: http://profiles.doe.mass.edu/.
666
Then search the name of
the school, click on the Complete Report Card, click on the Students sub-tab. On the
Students sub-tab page there is a box title Enrollment by Gender. The Total reflected in that
box was used as the Total Enrollment.

White students (%): Go to this website: http://profiles.doe.mass.edu/. Then search the name of
the school, click on the Complete Report Card, click on the Students sub-tab. On the
Students sub-tab page there is a box title Enrollment by Race/ Ethnicity (2013-14). In the
column for % of School there is a row for the White enrollment. This percentage was used for
the White students (%). The last cell in this column, in the row State average (as applicable),
reflects the number on the websites table in the column % of State.

Students of Color (%): The percent of the white population was subtracted from 100 to
determine the % students of color. The last cell in this column, in the row State average (as
applicable), reflects the number on the websites table in the column % of State.

Number of students on the waiting list as a percentage of the total enrolled: This number was
determined by dividing the total enrolled in the school, by the number of students on the waiting
list. Then, that number was multiplied by 100 to calculate a percentage.

Low-income (%): Go to this website: http://profiles.doe.mass.edu/.
667
Then, search the name of
the school, click on the Complete Report Card, click on the Students sub-tab. Click on the
link Selected Populations on the left side of the page. There is a table of Selected Populations
(2013-14). The number in the cell that reflects the Low-income population under the column
for % of School was used in the Low-income (%) column for this appendix. The last cell in
this column, in the row State average (as applicable), reflects the number on the websites
table in the column % of State.

First Language not English (%): Go to this website: http://profiles.doe.mass.edu/.
668
Then,
search the name of the school, click on the Complete Report Card, click on the Students
sub-tab. Click on the link Selected Populations on the left side of the page. There is a table of
Selected Populations (2013-14). The number in the cell that reflects the First Language not

666
School and District Profiles, MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION,
http://profiles.doe.mass.edu (last visited Mar. 9, 2014, 4:09 PM).
667
Id.
668
Id.

100
English population under the column for % of School was used in the First Language not
English (%) column for this appendix. The last cell in this column, in the row State average (as
applicable), reflects the number on the websites table in the column % of State.

Remediation Rates (%): Remediation rates were found on the Massachusetts 2005 School to
College Reports, issued on February 2, 2008 by the Massachusetts Department of Higher
Education (see http://www.doe.mass.edu/research/reports/s2c.html).
669
Each school has
comprehensive data related to its performance for the 2005 graduating class. Remediation rates
are detailed on page 5 of each school's report, under heading D, "Enrollment of the 2005
School-to-College Cohort in Developmental Coursework.

Gateway City?: Go to this website: http://profiles.doe.mass.edu/.
670
Then, search the name of
the school, click on the Complete Report Card, click on the General sub-tab. The city listed in
the Mailing Address was compared to the list of Gateway cities. If the city was on the list of
Gateway Cities, then a Yes was added to the relevant cell.

Spending Quintile: See supra Appendix M for the methodology to determine Spending
Quintile.

Survey Year: This cell reflects which year the Responding School responded to the waiting list
survey. For more details see Appendix D.

669
Office of Planning and Research to Close Proficiency Gaps, Massachusetts School-College-Reports,
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION,
http://www.doe.mass.edu/research/reports/s2c.html (last updated Apr. 22, 2008).
670
School and District Profiles, supra note 666.
"##$ %&'(() *( +()),-, .,/(0* %122304
According to the data released for the Class of 2005, 57.6% of all vo/tech graduates who went on to higher education were
required to take remedial (developmental) courses: 46% were required to complete additional math courses,
22% were required to complete additional reading courses, and 28% were required to complete additional writing courses.
Source: Massachusetts School-to-College Report, Massachusetts Department of Elementary and Secondary Education, http://www.doe.mass.edu/research/reports/s2c.html
Why is this a problem?
Only 17% of students who required at least one remedial reading course and 27% of
students who required at least one remedial math course went on to earn their
bachelor's degree.
Of those students who were placed into developmental education sequences, only 15%
finished their developmental coursework within one year, with 40% completing
a portion of their coursework. Most disheartening, 46% of students placed into basic skills classes
failed even to being their developmental coursework
Source: "Improving College Student Success" Robert S. Feldman, Ph.D., McGraw-Hill Research Foundation, 9/13/12,
http://mcgraw-hillresearchfoundation.org/wp-content/uploads/2012/09/Development-Education-FeldmanFinal1242981312-2.pdf
name of School
number of Plgh School
CraduaLes
number Lnrolllng
ln ubllc
osLsecondary
LducaLlon
SLaLe
unlverslLy
SLaLe
College
CommunlLy
College
Lnrolled
ln one or
more
8emedlal
Lnrolled
ln 8emedlal
MaLh
Lnrolled
ln 8emedlal
8eadlng
Lnrolled
ln 8emedlal
WrlLlng
8lue Pllls 8eg voc 1ech 160 33 3 12 40 64 60 36 31
MlnuLeman 8eglonal Plgh 162 44 10 3 29 48 26 11 34
nashoba valley 1ech PS 119 28 6 2 20 61 32 21 39
MonLy 8eg voc 228 60 0 12 48 63 60 20 17
Cr Lowell 8eg (1yngsborough) 388 93 8 1 84 68 33 23 47
Cr Lowell 8eg (Andover) 244 47 4 7 36 60 31 34 30
8rlsLol CounLy Agr (ulghLon) 89 43 8 4 31 37 26 7 12
8rlsLol/lymouLh voc (1aunLon) 203 73 13 13 49 33 47 20 19
Cape Cod 8eg 1ech (Parwlch) 122 31 3 1 27 68 39 32 43
Lssex Ag & 1ech (PawLhorne) 84 33 3 4 26 49 37 17 29
ulman 8eg vo/1ech (lall 8lver) 203 69 9 2 38 62 43 20 28
Cr new 8edford vo/1ech 326 84 21 1 62 69 63 23 27
Wm uean vo1ech (Polyoke) 78 27 0 0 27 78 63 26 33
LeomlnsLer CLr 1ech (LeomlnsLer) 102 24 1 2 21 38 34 17 13
Lynn voc 1ech 134 29 2 7 20 39 48 48 48
norfolk CLy Ag (Walpole) 94 36 11 11 14 22 19 3 3
norLh Shore 8eg vo-1ech (MlddleLon) 93 27 1 3 23 70 48 37 44
SmlLh voc and Ag (norLhampLon) 81 18 0 1 17 72 61 22 39
norLheasL MeLro 8eg voc (Wakefleld) 233 36 13 12 31 43 32 12 23
McCann vo-1ech (norLh Adams) 99 27 3 11 13 44 30 11 26
Cld Colony 8eg vo1ech (8ochesLer) 120 23 3 1 17 61 32 30 39
aLhflnder v/1 (almer) 111 23 0 0 23 63 48 22 22
lymouLh SouLh 1ech 132 28 3 6 17 30 43 21 21
Cuaboag 8eglonal Plgh (Warren) 103 47 11 13 21 38 34 13 13
Shawsheen valley 8eg v/1 (8lllerlca) 281 78 17 11 30 62 41 21 49
keefe 1ech (lramlngham) 133 22 2 2 18 41 36 0 3
So Shore v/1 (Panover) 109 21 1 4 16 37 32 10 10
SouLheasLern 8eg v/1 (S. LasLon) 246 34 3 6 23 83 82 47 30
8ay aLh 8eg v/1 (CharlLon) 209 30 2 9 19 33 33 20 23
uLnam v/1 (Sprlngfleld) 121 28 0 4 24 79 30 30 46
1rl CounLy 8eg v/1 (lranklln) 190 33 12 2 19 36 30 12 12
upper Cape v/1 (8ourne) 120 33 6 1 16 32 43 13 17
WesLfleld v/1 81 16 0 2 14 44 23 19 23
WhlLLler 8eg voc (Paverhlll) 281 63 1 3 61 69 37 37 34
WorcesLer 1ech 173 38 1 12 43 74 66 29 28
!"#$%&# '()* +,,- +*) +*) +.') '-/( ,'/),0*'-+ 00/,'-+,0) 0*/.*'-+,1
Name of Schoo|
Number of n|gh
Schoo| Graduates
Number Lnro|||ng
|n ub||c
ostsecondary
Lducat|on
State
Un|vers|ty State Co||ege
Commun|ty
Co||ege
Lnro||ed |n
one or more
kemed|a|
Courses
Lnro||ed |n
kemed|a| Math
Lnro||ed |n
kemed|a|
kead|ng
Lnro||ed |n
kemed|a| Wr|t|ng
1
8oston: Lat|n 390 87 77 8 2 1 1 0 0 |
narvard 8romf|e|d 98 19 17 1 1 S S S 0 |
Newburyport 11S8 44 16 13 1S S S 0 0 \]
nam||ton-Wenham 169 30 14 6 10 7 3 7 7
Sharon 26S SS 3S 10 10 7 S 4 4
nad|ey 43 13 S 6 2 8 8 0 0
Northboro-Southboro 283 93 S3 24 16 9 8 1 2
n|ngham 226 20 8 11 1 10 10 0 0
Duxbury 228 39 23 11 S 13 13 S 8
Medway 183 S2 29 19 8 13 10 0 6
Dover-Sherborn 132 14 11 2 1 14 14 0 0
Lex|ngton 424 64 38 7 19 14 8 3 11
Acton-8oxborough 371 61 42 7 18 1S 4 6 12
Way|and 197 33 23 3 7 1S 12 3 0
8e|mont 276 S1 29 14 8 16 10 2 8
u|ncy North 347 109 62 3S 12 16 12 2 S
Andover 367 83 S1 14 18 17 10 6 7
8e|||ngham 169 S3 20 26 7 17 13 0 4
8oston: C'8ryant,
koxbury 227 71 44 19 8 17 10 3 7
Dud|ey-Char|ton 263 9S 3S 41 19 17 14 7 4
k|ng h||||p 232 69 30 30 9 17 14 1 4
Mansf|e|d 2S8 84 37 33 14 17 14 2 S
We||es|ey 242 18 11 S 2 17 11 0 6
Canton 162 33 17 7 9 18 12 6 9
Ipsw|ch 136 39 1S 10 14 18 18 0 0
L|nco|n-Sudbury 342 4S 21 13 11 18 18 0 4
Me|rose 224 76 44 23 9 18 14 1 S
Dedham 16S S7 2S 16 16 19 19 4 2
Iram|ngham 4S3 110 37 3S 38 19 16 0 S
Martha's V|neyard 186 21 13 S 3 19 14 10 10
Shrewsbury 299 110 37 47 26 19 17 S 3
Amherst e|ham 318 106 S1 4 S1 20 1S 6 6
no|||ston 223 64 31 24 9 20 16 2 8
Marshf|e|d 280 64 23 24 17 20 16 2 6
Nauset 242 69 31 14 24 20 16 4 9
North Att|eboro 264 79 33 34 12 20 14 3 9
Northbr|dge 139 49 16 21 12 20 14 2 8
Westwood 170 30 17 6 7 20 17 0 7
Medf|e|d 219 39 23 12 4 21 10 3 10
M||ton 211 S3 26 12 1S 21 11 9 8
Norwe|| 130 24 12 9 3 21 21 4 8
Swampscott 1S3 39 10 19 10 21 1S 10 1S
W|nchester 202 39 1S 9 1S 21 18 S 10
Groton-Dunstab|e 1SS 4S 23 11 11 22 16 4 13
nudson 1S0 4S 24 12 9 22 18 4 2
Norwood 239 72 28 27 17 22 19 1 6
kead|ng 304 98 4S 21 32 22 16 7 10
Wachusett 392 1S4 48 S7 49 22 21 S S
Ware 72 37 6 1S 16 22 19 11 S
Westford 302 108 S8 20 30 22 9 S 17
Ash|and 142 40 20 11 9 23 23 0 3
Grafton 107 39 13 11 1S 23 23 0 8
Lenox S4 22 7 1 14 23 23 S S
8ur||ngton 223 101 S3 19 29 24 12 7 21
Che|msford 394 169 82 34 S3 24 1S S 16
Danvers 203 8S 31 23 31 24 22 1 4
Ioxborough 192 62 28 2S 9 24 21 0 S
nopeda|e 66 29 11 14 4 24 24 0 3
2
nopk|nton 201 41 20 7 14 24 22 0 S |
Marb|ehead 198 41 17 13 11 24 1S S 12 |
M||||s 74 2S 10 6 9 24 20 0 8 \]
8e|chertown 1S4 S6 16 12 28 2S 16 11 13
Irank||n 299 102 37 36 29 2S 23 0 6
Nashoba 184 71 26 21 24 2S 21 3 7
Nat|ck 297 9S 33 23 39 2S 23 0 3
|ymouth North 266 76 32 24 20 2S 18 8 8
1ewksbury 2SS 114 S3 2S 36 2S 12 10 19
Uxbr|dge n|gh 119 44 17 21 6 2S 23 2 11
Westborough 237 44 18 11 1S 2S 23 S 2
W||m|ngton 208 109 38 37 34 2S 12 8 18
Concord-Car||s|e 292 31 1S 3 13 26 16 10 3
Ia|rhaven 142 S8 18 16 24 26 24 10 S
Georgetown 94 3S 18 4 13 26 17 11 11
natf|e|d]Sm|th 3S 19 6 S 8 26 16 0 11
Le|cester 108 47 12 20 1S 26 21 0 9
Lunenburg 139 70 2S 24 21 26 24 4 6
Mendon-Upton 142 S0 23 14 13 26 26 0 4
C|d kochester
(Mattapo|sett) 161 69 26 18 2S 26 22 10 7
Swansea 14S 76 29 8 39 26 17 S 17
Doug|as 76 22 6 10 6 27 23 0 S
Lynnf|e|d 13S 33 7 13 13 27 24 0 6
Mar|borough 22S 7S 23 32 20 27 27 3 3
Needham 334 SS 2S 16 14 27 20 2 11
Newton: North S19 64 32 17 1S 27 20 2 6
kockport 74 22 7 6 9 27 23 9 14
Sc|tuate 206 41 14 21 6 27 22 2 7
8edford 161 43 16 1S 12 28 21 S 14
Spencer L 8rookf|e|d 121 S7 11 31 1S 28 2S S 9
Wh|tman nanson 2S0 102 21 40 41 28 23 10 7
8ever|y 27S 98 33 3S 30 29 22 10 14
8oston: Lxce| 61 14 S 2 7 29 14 0 21
narw|ch 74 28 10 4 14 29 18 0 18
Granby S6 27 7 4 16 30 19 7 19
L|tt|eton 7S 30 10 10 10 30 23 3 23
North kead|ng 138 61 21 11 29 30 2S 10 10
u|ncy 323 73 31 18 24 30 2S 12 1S
Seekonk 1S1 47 18 14 1S 30 26 4 9
Woburn 323 147 S0 46 S1 30 23 8 20
8ra|ntree 338 100 34 46 20 31 24 4 12
Laston 240 72 26 23 23 31 24 11 10
Ia|mouth 324 97 27 28 42 31 23 6 16
nampden-W||braham 312 120 2S 29 66 31 24 9 12
M||ford 2S3 99 2S 46 28 31 24 7 10
North Andover 2S8 88 43 10 3S 31 26 10 13
eabody 367 1S4 34 66 S4 31 24 12 17
Sutton 92 39 14 11 14 31 28 8 10
Westport 78 42 19 2 21 31 26 10 10
Ar||ngton 246 71 23 27 21 32 23 13 24
Auburn 1S1 63 14 27 22 32 32 11 10
8rook||ne 461 S0 33 2 1S 32 28 6 10
Dartmouth 266 120 62 13 4S 32 27 9 13
Mt Grey|ock 118 22 3 6 13 32 32 14 9
North M|dd|esex 273 134 43 38 S3 32 28 3 8
Northampton 22S 73 20 13 40 32 22 11 7
|oneer Va||ey 89 44 6 10 28 32 27 20 18
|ymouth South 180 63 17 19 27 32 24 10 16
Att|eboro 374 92 30 33 29 33 27 3 10
3
8arnstab|e 389 116 24 30 62 33 23 6 18 |
8r|dgewater-kaynham 341 1SS S2 49 S4 33 29 11 8 |
Carver 118 49 1S 14 20 33 24 14 16 \]
Centra| 8erksh|re 162 S8 10 18 30 33 26 3 9
Last Longmeadow 220 90 23 24 43 33 28 7 13
Greenf|e|d 122 S2 12 11 29 33 27 19 23
nanover 170 42 13 21 8 33 31 2 S
nu|| 87 24 12 9 3 33 29 0 4
Masconomet 280 70 24 1S 31 33 23 13 11
Newton: south 317 S2 28 4 20 33 2S 4 12
Somerset 19S 96 40 18 38 33 2S 11 11
Wakef|e|d 229 88 30 34 24 33 22 1 11
C||nton 128 S0 1S 17 18 34 32 8 12
Monson 78 32 7 7 18 34 31 6 9
Narragansett 97 S6 7 21 28 34 30 11 7
kock|and 183 68 12 32 23 34 32 9 10
Saugus 189 80 17 39 24 34 2S 1S 18
1r|ton keg|ona| (8yf|e|d) 222 88 20 28 40 34 24 16 1S
Wa|po|e 249 70 27 27 16 34 27 3 11
Amesbury 170 49 10 14 2S 3S 33 14 8
8ourne 131 63 24 18 21 3S 2S 10 16
M|dd|eborough 176 78 7 3S 36 3S 33 4 S
embroke 170 74 20 29 2S 3S 34 S 7
kando|ph n|gh 203 68 28 16 24 3S 28 18 16
Sa|em 247 97 23 3S 39 3S 27 16 19
S||ver Lake 236 96 31 40 2S 3S 32 8 S
Dracut 242 132 47 20 6S 36 23 8 24
Lverett 346 96 38 26 32 36 28 14 16
Longmeadow 240 61 20 19 22 36 20 13 18
Lynn 271 116 29 37 S0 36 28 16 19
Sandw|ch 2S3 80 29 14 37 36 31 9 14
Stoughton 249 80 26 2S 29 36 30 10 11
1aunton 379 173 S0 44 79 36 32 16 19
1yngsborough 1S3 92 40 24 28 36 2S 8 18
Watertown 1S8 S3 23 9 21 36 36 2 4
West 8oy|ston 69 28 9 8 11 36 32 4 7
Weymouth 4S3 143 39 49 SS 36 31 11 10
Ayer 94 41 10 19 12 37 29 2 7
Gardner 18S 93 20 26 47 37 32 8 8
8erksh|re n|||s 121 40 8 12 20 38 30 13 13
Lud|ow 206 111 19 20 72 38 2S 13 16
Medford 264 120 36 40 44 38 32 11 21
Norton 141 S0 20 12 18 38 36 2 4
uabog 10S 47 11 1S 21 38 34 13 13
8|||er|ca 337 1S3 S0 30 73 39 23 10 23
Iront|er (South
Deerf|e|d) 113 44 8 9 27 39 34 7 16
Gateway keg
(nunt|ngton) 92 36 6 6 24 39 28 6 22
uabb|n 228 93 2S 30 38 39 33 S 9
Stoneham 196 77 32 1S 30 39 32 6 14
Westf|e|d 38S 183 39 44 100 39 23 12 16
W|nthrop 97 33 12 10 11 39 36 12 12
Ab|ngton 1S1 63 19 23 21 40 37 13 8
8oston: Ienway 62 1S 6 4 S 40 40 0 0
Last 8r|dgewater 149 72 11 29 32 40 29 18 11
Ireetown-Lakev|||e 182 89 28 28 33 40 3S 12 11
G|oucester 281 82 22 16 44 40 34 16 17
Ma|den 331 122 32 31 S9 40 32 16 24
M|||bury 120 S2 7 20 2S 40 38 21 17
Mohawk 1ra|| 108 42 9 4 29 40 36 19 19
a|mer 11S S0 14 9 27 40 28 8 10
4
|ttsf|e|d 170 7S 8 13 S4 40 32 9 1S |
Somerv|||e 349 8S 23 16 46 40 32 22 2S |
Ch|cope 228 97 17 14 66 41 26 12 1S \]
kevere 23S 82 1S 2S 42 41 37 17 20
West Spr|ngf|e|d 247 127 24 14 89 41 31 16 14
Ashburnham-
Westm|nster 160 6S 11 17 37 42 40 8 S
D|ghton-kehoboth 23S 92 30 1S 47 42 30 14 18
G||| Montague (1urners
Ia||) 66 26 S 4 17 42 3S 12 12
Mashpee 113 38 10 9 19 42 39 8 11
North Adams 126 36 S 21 10 42 33 11 14
Cxford 136 60 14 19 27 42 40 8 7
entucket 214 78 20 1S 43 42 40 10 4
Wa|tham 334 121 28 30 63 42 33 8 20
Webster 101 42 6 18 18 43 43 17 17
Worcester: Doherty 30S 136 31 4S 60 43 40 1S 13
nampsh|re 101 43 8 8 27 44 33 12 16
Leom|nster 293 11S 23 40 S2 44 41 11 10
South nad|ey 161 66 18 11 37 44 38 9 14
Southbr|dge n|gh 104 39 10 11 18 44 38 10 23
8oston: Char|estown 194 37 11 6 20 46 38 22 24
8oston: Last 8oston 236 S4 8 1S 31 46 43 19 20
Che|sea 182 S4 17 10 27 46 41 24 30
Lasthampton 93 S0 8 6 36 46 38 4 10
New 8edford S62 239 90 44 10S 46 40 1S 21
North 8rookf|e|d 47 24 3 7 14 46 42 4 8
8er||n-8oy|ston
(1ahanto) S4 19 S 6 8 47 47 0 0
Chatham 62 17 4 2 11 47 24 6 29
Denn|s-armouth 24S 81 19 2S 37 47 37 6 20
Ia|| k|ver Durfee 414 198 44 22 132 47 36 17 20
I|tchburg 32S 168 13 S8 8S 47 44 14 13
no|yoke 196 104 16 16 72 47 34 18 19
W|nchendon 74 36 8 S 23 47 47 14 11
Adams-Ches|re 111 44 3 11 30 48 39 11 11
8oston: Snowden 76 21 4 4 13 48 48 14 38
8rockton 832 307 81 88 138 48 40 21 18
8oston: 8r|ghton 232 4S 22 4 19 49 40 16 27
Lowe|| 792 347 112 46 189 49 31 1S 32
Wareham 169 63 14 20 29 49 40 11 14
no|brook S6 24 7 8 9 S0 46 8 13
Worcester: South 21S 8S 12 28 4S S1 3S 24 21
Lawrence 363 182 39 32 111 S2 3S 2S 29
Agawam 243 108 16 27 6S S3 44 8 16
Atho|-koya|ston 107 S1 9 10 32 S3 39 8 18
naverh||| 423 16S 37 23 10S S3 42 20 13
Methuen 342 1S8 42 20 96 S3 43 21 18
Worcester: 8urncoat 2S3 100 22 24 S4 S4 47 17 18
Maynard 80 29 7 9 13 SS 48 3 21
8oston: Arts 78 18 8 4 6 S6 S0 11 22
Cambr|dge: k&L 379 101 42 10 49 S7 47 20 33
Lee 6S 21 4 4 13 S7 43 10 24
ka|ph Mahar keg
(Crange) 90 S0 10 10 30 S8 48 14 16
8oston: Iama|ca |a|n 203 46 4 7 3S S9 41 24 37
West 8r|dgewater S7 17 6 8 3 S9 S3 6 6
Spr|ngf|e|d Centra| 286 112 18 19 7S 60 47 21 31
Avon 39 19 4 6 9 68 S3 21 32
8oston: nyde ark 161 31 7 1 23 68 S8 29 42
8oston: West koxbury 230 62 10 6 46 68 61 29 32
8oston: Dorchester 132 20 9 3 8 70 6S 10 30
Worcester: North 229 62 9 8 4S 73 SS 37 26
Spr|ngf|e|d n|gh S6 12 0 1 11 100 67 67 S0
ked dotted ||ne above |nd|cates that |f voc schoo| average was p|aced |n spectrum of MA pub||c schoo|s,
|t wou|d fa|| here. 1h|s |s the 4th percent||e. 96.1 of MA pub||c schoo|s better prepare students for
add'| schoo|
DA1A ICk 2Sth percent||e to 7Sth percent||e MA pub||c schoo|s
kem 1 or more kem Math kem kead|ng kem Wr|t|ng
32.2941176S 26.08403361 8.0S8823S29 11.94117647
DA1A ICk: Lowest perform|ng (4) Schoo|s
S0.4 41.61666667 1S.21666667 19.76666667
DA1A ICk: Voc Schoo|s
S7.6 4S.9428S714 22.4S714286 28.08S71429
name of School
number of Plgh School
CraduaLes
number Lnrolllng
ln ubllc
osLsecondary
LducaLlon
SLaLe
unlverslLy
SLaLe
College
CommunlLy
College
Lnrolled
ln one or
more
8emedlal
Courses
Lnrolled
ln 8emedlal
MaLh
Lnrolled
ln 8emedlal
8eadlng
Lnrolled
ln 8emedlal
WrlLlng
AblngLon 131 63 19 23 21 40 37 13 8
AcLon-8oxborough 371 61 42 7 18 13 4 6 12
Adams-Cheslre 111 44 3 11 30 48 39 11 11
Agawam 243 108 16 27 63 33 44 8 16
Amesbury 170 49 10 14 23 33 33 14 8
AmhersL elham 318 106 31 4 31 20 13 6 6
Andover 367 83 31 14 18 17 10 6 7
ArllngLon 246 71 23 27 21 32 23 13 24
Ashburnham-WesLmlnsLer 160 63 11 17 37 42 40 8 3
Ashland 142 40 20 11 9 23 23 0 3
ALhol-8oyalsLon 107 31 9 10 32 33 39 8 18
ALLleboro 374 92 30 33 29 33 27 3 10
Auburn 131 63 14 27 22 32 32 11 10
Avon 39 19 4 6 9 68 33 21 32
Ayer 94 41 10 19 12 37 29 2 7
8arnsLable 389 116 24 30 62 33 23 6 18
8edford 161 43 16 13 12 28 21 3 14
8elcherLown 134 36 16 12 28 23 16 11 13
8elllngham 169 33 20 26 7 17 13 0 4
8elmonL 276 31 29 14 8 16 10 2 8
8erkshlre Pllls 121 40 8 12 20 38 30 13 13
8erlln-8oylsLon (1ahanLo) 34 19 3 6 8 47 47 0 0
8everly 273 98 33 33 30 29 22 10 14
8lllerlca 337 133 30 30 73 39 23 10 23
8osLon: ArLs 78 18 8 4 6 36 30 11 22
8osLon: LaLln 390 87 77 8 2 1 1 0 0
8osLon: 8rlghLon 232 43 22 4 19 49 40 16 27
8osLon: CharlesLown 194 37 11 6 20 46 38 22 24
8osLon: LasL 8osLon 236 34 8 13 31 46 43 19 20
8osLon: Lxcel 61 14 3 2 7 29 14 0 21
8osLon: lenway 62 13 6 4 3 40 40 0 0
8osLon: Pyde ark 161 31 7 1 23 68 38 29 42
8osLon: uorchesLer 132 20 9 3 8 70 63 10 30
8osLon: C'8ryanL, 8oxbury 227 71 44 19 8 17 10 3 7
8osLon: Snowden 76 21 4 4 13 48 48 14 38
8osLon: !amalca laln 203 46 4 7 33 39 41 24 37
8osLon: WesL 8oxbury 230 62 10 6 46 68 61 29 32
8ourne 131 63 24 18 21 33 23 10 16
8ralnLree 338 100 34 46 20 31 24 4 12
8rldgewaLer-8aynham 341 133 32 49 34 33 29 11 8
8rockLon 832 307 81 88 138 48 40 21 18
8rookllne 461 30 33 2 13 32 28 6 10
8urllngLon 223 101 33 19 29 24 12 7 21
Cambrldge: 8&L 379 101 42 10 49 37 47 20 33
CanLon 162 33 17 7 9 18 12 6 9
Carver 118 49 13 14 20 33 24 14 16
CenLral 8erkshlre 162 38 10 18 30 33 26 3 9
ChaLham 62 17 4 2 11 47 24 6 29
Chelmsford 394 169 82 34 33 24 13 3 16
Chelsea 182 34 17 10 27 46 41 24 30
Chlcope 228 97 17 14 66 41 26 12 13
CllnLon 128 30 13 17 18 34 32 8 12
Concord-Carllsle 292 31 13 3 13 26 16 10 3
uanvers 203 83 31 23 31 24 22 1 4
uarLmouLh 266 120 62 13 43 32 27 9 13
uedham 163 37 23 16 16 19 19 4 2
uennls-?armouLh 243 81 19 23 37 47 37 6 20
ulghLon-8ehoboLh 233 92 30 13 47 42 30 14 18
uouglas 76 22 6 10 6 27 23 0 3
uover-Sherborn 132 14 11 2 1 14 14 0 0
uracuL 242 132 47 20 63 36 23 8 24
uudley-CharlLon 263 93 33 41 19 17 14 7 4
uuxbury 228 39 23 11 3 13 13 3 8
LasL 8rldgewaLer 149 72 11 29 32 40 29 18 11
LasL Longmeadow 220 90 23 24 43 33 28 7 13
LasLhampLon 93 30 8 6 36 46 38 4 10
LasLon 240 72 26 23 23 31 24 11 10
LvereLL 346 96 38 26 32 36 28 14 16
lalrhaven 142 38 18 16 24 26 24 10 3
lall 8lver uurfee 414 198 44 22 132 47 36 17 20
lalmouLh 324 97 27 28 42 31 23 6 16
llLchburg 323 168 13 38 83 47 44 14 13
loxborough 192 62 28 23 9 24 21 0 3
lramlngham 433 110 37 33 38 19 16 0 3
lranklln 299 102 37 36 29 23 23 0 6
lreeLown-Lakevllle 182 89 28 28 33 40 33 12 11
lronLler (SouLh ueerfleld) 113 44 8 9 27 39 34 7 16
Cardner 183 93 20 26 47 37 32 8 8
CaLeway 8eg (PunLlngLon 92 36 6 6 24 39 28 6 22
CeorgeLown 94 33 18 4 13 26 17 11 11
Clll MonLague (1urners lall) 66 26 3 4 17 42 33 12 12
CloucesLer 281 82 22 16 44 40 34 16 17
CrafLon 107 39 13 11 13 23 23 0 8
Cranby 36 27 7 4 16 30 19 7 19
Creenfleld 122 32 12 11 29 33 27 19 23
CroLon-uunsLable 133 43 23 11 11 22 16 4 13
Padley 43 13 3 6 2 8 8 0 0
PamllLon-Wenham 169 30 14 6 10 7 3 7 7
Pampden-Wllbraham 312 120 23 29 66 31 24 9 12
Pampshlre 101 43 8 8 27 44 33 12 16
Panover 170 42 13 21 8 33 31 2 3
Parvard 8romfleld 98 19 17 1 1 3 3 3 0
Parwlch 74 28 10 4 14 29 18 0 18
PaLfleld/SmlLh 33 19 6 3 8 26 16 0 11
Paverhlll 423 163 37 23 103 33 42 20 13
Plngham 226 20 8 11 1 10 10 0 0
Polbrook 36 24 7 8 9 30 46 8 13
PolllsLon 223 64 31 24 9 20 16 2 8
Polyoke 196 104 16 16 72 47 34 18 19
Popedale 66 29 11 14 4 24 24 0 3
PopklnLon 201 41 20 7 14 24 22 0 3
Pudson 130 43 24 12 9 22 18 4 2
Pull 87 24 12 9 3 33 29 0 4
lpswlch 136 39 13 10 14 18 18 0 0
klng hllllp 232 69 30 30 9 17 14 1 4
Lawrence 363 182 39 32 111 32 33 23 29
Lee 63 21 4 4 13 37 43 10 24
LelcesLer 108 47 12 20 13 26 21 0 9
Lenox 34 22 7 1 14 23 23 3 3
LeomlnsLer 293 113 23 40 32 44 41 11 10
LexlngLon 424 64 38 7 19 14 8 3 11
Llncoln-Sudbury 342 43 21 13 11 18 18 0 4
LlLLleLon 73 30 10 10 10 30 23 3 23
Longmeadow 240 61 20 19 22 36 20 13 18
Lowell 792 347 112 46 189 49 31 13 32
Ludlow 206 111 19 20 72 38 23 13 16
Lunenburg 139 70 23 24 21 26 24 4 6
Lynn 271 116 29 37 30 36 28 16 19
Lynnfleld 133 33 7 13 13 27 24 0 6
Malden 331 122 32 31 39 40 32 16 24
Mansfleld 238 84 37 33 14 17 14 2 3
Marblehead 198 41 17 13 11 24 13 3 12
Marlborough 223 73 23 32 20 27 27 3 3
Marshfleld 280 64 23 24 17 20 16 2 6
MarLha's vlneyard 186 21 13 3 3 19 14 10 10
MasconomeL 280 70 24 13 31 33 23 13 11
Mashpee 113 38 10 9 19 42 39 8 11
Maynard 80 29 7 9 13 33 48 3 21
Medfleld 219 39 23 12 4 21 10 3 10
Medford 264 120 36 40 44 38 32 11 21
Medway 183 32 29 19 8 13 10 0 6
Melrose 224 76 44 23 9 18 14 1 3
Mendon-upLon 142 30 23 14 13 26 26 0 4
MeLhuen 342 138 42 20 96 33 43 21 18
Mlddleborough 176 78 7 33 36 33 33 4 3
Mllford 233 99 23 46 28 31 24 7 10
Mlllbury 120 32 7 20 23 40 38 21 17
Mlllls 74 23 10 6 9 24 20 0 8
MllLon 211 33 26 12 13 21 11 9 8
Mohawk 1rall 108 42 9 4 29 40 36 19 19
Monson 78 32 7 7 18 34 31 6 9
ML Creylock 118 22 3 6 13 32 32 14 9
narraganseLL 97 36 7 21 28 34 30 11 7
nashoba 184 71 26 21 24 23 21 3 7
naLlck 297 93 33 23 39 23 23 0 3
nauseL 242 69 31 14 24 20 16 4 9
needham 334 33 23 16 14 27 20 2 11
new 8edford 362 239 90 44 103 46 40 13 21
newburyporL 1138 44 16 13 13 3 3 0 0
newLon: norLh 319 64 32 17 13 27 20 2 6
newLon: souLh 317 32 28 4 20 33 23 4 12
norLh Adams 126 36 3 21 10 42 33 11 14
norLh Andover 238 88 43 10 33 31 26 10 13
norLh ALLleboro 264 79 33 34 12 20 14 3 9
norLh 8rookfleld 47 24 3 7 14 46 42 4 8
norLh Mlddlesex 273 134 43 38 33 32 28 3 8
norLh 8eadlng 138 61 21 11 29 30 23 10 10
norLhampLon 223 73 20 13 40 32 22 11 7
norLhboro-SouLhboro 283 93 33 24 16 9 8 1 2
norLhbrldge 139 49 16 21 12 20 14 2 8
norLon 141 30 20 12 18 38 36 2 4
norwell 130 24 12 9 3 21 21 4 8
norwood 239 72 28 27 17 22 19 1 6
Cld 8ochesLer (MaLLapolseLL) 161 69 26 18 23 26 22 10 7
Cxford 136 60 14 19 27 42 40 8 7
almer 113 30 14 9 27 40 28 8 10
eabody 367 134 34 66 34 31 24 12 17
embroke 170 74 20 29 23 33 34 3 7
enLuckeL 214 78 20 13 43 42 40 10 4
loneer valley 89 44 6 10 28 32 27 20 18
lLLsfleld 170 73 8 13 34 40 32 9 13
lymouLh norLh 266 76 32 24 20 23 18 8 8
lymouLh SouLh 180 63 17 19 27 32 24 10 16
Cuabbln 228 93 23 30 38 39 33 3 9
Cuabog 103 47 11 13 21 38 34 13 13
Culncy norLh 347 109 62 33 12 16 12 2 3
Culncy 323 73 31 18 24 30 23 12 13
8alph Mahar 8eg (Crange) 90 30 10 10 30 38 48 14 16
8andolph Plgh 203 68 28 16 24 33 28 18 16
8eadlng 304 98 43 21 32 22 16 7 10
8evere 233 82 13 23 42 41 37 17 20
8ockland 183 68 12 32 23 34 32 9 10
8ockporL 74 22 7 6 9 27 23 9 14
Salem 247 97 23 33 39 33 27 16 19
Sandwlch 233 80 29 14 37 36 31 9 14
Saugus 189 80 17 39 24 34 23 13 18
SclLuaLe 206 41 14 21 6 27 22 2 7
Seekonk 131 47 18 14 13 30 26 4 9
Sharon 263 33 33 10 10 7 3 4 4
Shrewsbury 299 110 37 47 26 19 17 3 3
Sllver Lake 236 96 31 40 23 33 32 8 3
SomerseL 193 96 40 18 38 33 23 11 11
Somervllle 349 83 23 16 46 40 32 22 23
SouLh Padley 161 66 18 11 37 44 38 9 14
SouLhbrldge Plgh 104 39 10 11 18 44 38 10 23
Spencer L 8rookfleld 121 37 11 31 13 28 23 3 9
Sprlngfleld CenLral 286 112 18 19 73 60 47 21 31
Sprlngfleld Plgh 36 12 0 1 11 100 67 67 30
SLoneham 196 77 32 13 30 39 32 6 14
SLoughLon 249 80 26 23 29 36 30 10 11
SuLLon 92 39 14 11 14 31 28 8 10
SwampscoLL 133 39 10 19 10 21 13 10 13
Swansea 143 76 29 8 39 26 17 3 17
1aunLon 379 173 30 44 79 36 32 16 19
1ewksbury 233 114 33 23 36 23 12 10 19
1rlLon 8eglonal (8yfleld) 222 88 20 28 40 34 24 16 13
1yngsborough 133 92 40 24 28 36 23 8 18
uxbrldge Plgh 119 44 17 21 6 23 23 2 11
WachuseLL 392 134 48 37 49 22 21 3 3
Wakefleld 229 88 30 34 24 33 22 1 11
Walpole 249 70 27 27 16 34 27 3 11
WalLham 334 121 28 30 63 42 33 8 20
Ware 72 37 6 13 16 22 19 11 3
Wareham 169 63 14 20 29 49 40 11 14
WaLerLown 138 33 23 9 21 36 36 2 4
Wayland 197 33 23 3 7 13 12 3 0
WebsLer 101 42 6 18 18 43 43 17 17
Wellesley 242 18 11 3 2 17 11 0 6
WesL 8oylsLon 69 28 9 8 11 36 32 4 7
WesL 8rldgewaLer 37 17 6 8 3 39 33 6 6
WesL Sprlngfleld 247 127 24 14 89 41 31 16 14
WesLborough 237 44 18 11 13 23 23 3 2
WesLfleld 383 183 39 44 100 39 23 12 16
WesLford 302 108 38 20 30 22 9 3 17
WesLporL 78 42 19 2 21 31 26 10 10
WesLwood 170 30 17 6 7 20 17 0 7
WeymouLh 433 143 39 49 33 36 31 11 10
WhlLman Panson 230 102 21 40 41 28 23 10 7
WllmlngLon 208 109 38 37 34 23 12 8 18
Wlnchendon 74 36 8 3 23 47 47 14 11
WlnchesLer 202 39 13 9 13 21 18 3 10
WlnLhrop 97 33 12 10 11 39 36 12 12
Woburn 323 147 30 46 31 30 23 8 20
WorcesLer: 8urncoaL 233 100 22 24 34 34 47 17 18
WorcesLer: uoherLy 303 136 31 43 60 43 40 13 13
WorcesLer: norLh 229 62 9 8 43 73 33 37 26
WorcesLer: SouLh 213 83 12 28 43 31 33 24 21
!"!#$% !"!#$% !"!#$% !"!#$% !"!#$% #&'(#)'% #&'(#)'% #&'(#)'% #&'(#)'%
*+,-. /,-./ *0*1 00-2 ,3,1 1142.//1.2 2-4+11-**1 34,./.31/2 /24*0++300
MA DESE Career/Vocational Technical Education Graduate Follow-up Survey Results
Combined Results 2007-2011
Program Title
Class
of Year
Total
Graduates
Responses
Employ-
ment
Related
Education
Education
Related
2 Year
College
4 Year
College
Apprentice
ship
Technical
School
Education
and
Employment
Agricultural
Mechanics
2011 27 22 12 9 4 7 1 0 1 7
Agricultural
Mechanics
2010 36 29 11 20 9 6 6 0 7 13
Agricultural
Mechanics
2009 33 25 11 15 12 3 3 2 7 12
Agricultural
Mechanics
2008 30 29 9 19 10 6 3 1 9 11
Agricultural
Mechanics
2007 34 32 9 18 11 3 10 0 5 7
160 137 52 81 46 25 23 3 29 50
Animal Science 2011 164 148 19 120 38 31 88 0 1 39
Animal Science 2010 147 125 22 98 63 33 61 1 2 56
Animal Science 2009 130 106 23 84 61 24 54 0 4 46
Animal Science 2008 152 126 37 94 57 39 52 1 1 47
Animal Science 2007 152 126 29 99 63 33 60 0 2 42
745 631 130 495 282 160 315 2 10 230
Automotive Collision
Repair & Refinishing
2011 310 236 75 110 31 61 23 2 21 57
2010 360 284 97 112 57 60 28 1 22 47
2009 363 283 90 109 44 61 21 2 23 46
2008 341 264 93 118 59 43 23 2 46 58
2007 314 233 81 100 40 47 20 0 23 48
1688 1300 436 549 231 272 115 7 135 256
Automotive
Technology
2011 624 504 191 244 150 120 52 2 61 117
Automotive
Technology
2010 575 478 175 214 115 96 42 2 69 105
Automotive
Technology
2009 628 494 170 252 143 135 37 5 70 107
Automotive
Technology
2008 655 503 192 252 144 122 40 3 80 112
Automotive
Technology
2007 577 449 175 218 125 94 30 4 77 100
3059 2428 903 1180 677 567 201 16 357 541
Biotechnology 2011 16 14 0 14 13 3 11 0 0 2
Biotechnology 2010 17 16 3 13 12 4 9 0 0 6
Biotechnology 2009 15 9 0 7 7 3 4 0 0 0
Biotechnology 2008 15 10 3 9 8 4 5 0 0 6
Biotechnology 2007 10 10 1 10 3 2 1 0 0 4
73 59 7 53 43 16 30 0 0 18
Cabinetmaking 2011 39 34 5 20 0 4 16 0 0 3
Cabinetmaking 2010 39 38 10 13 2 3 8 1 0 4
Cabinetmaking 2009 39 36 9 15 4 6 6 0 2 5
Cabinetmaking 2008 39 38 11 17 6 7 4 0 2 9
Cabinetmaking 2007 36 34 12 16 1 7 7 1 1 10
192 180 47 81 13 27 41 2 5 31
Carpentry 2011 587 475 166 241 92 111 96 9 23 124
Carpentry 2010 571 479 144 242 79 128 84 4 19 118
Carpentry 2009 647 506 159 236 101 130 80 4 12 113
Carpentry 2008 620 464 170 203 81 93 79 4 23 102
Carpentry 2007 642 497 177 219 76 98 72 5 18 103
3067 2421 816 1141 429 560 411 26 95 560
Construction Craft
Laborer
2011 5 *** *** *** *** *** *** *** *** ***
Construction Craft
Laborer
2010 4 *** *** *** *** *** *** *** *** ***
9
Cosmetology 2011 519 425 175 218 71 110 72 4 28 129
Cosmetology 2010 496 389 161 198 50 93 76 2 19 121
Cosmetology 2009 482 372 170 198 65 90 71 0 22 117
Cosmetology 2008 498 383 176 177 76 87 46 6 33 101
Cosmetology 2007 499 385 176 161 49 83 43 1 17 90
2494 1954 858 952 311 463 308 13 119 558
Culinary Arts 2011 881 673 272 457 236 226 192 1 22 197
Culinary Arts 2010 790 609 224 427 227 191 193 2 30 190
Culinary Arts 2009 806 614 249 401 208 195 161 0 37 186
Culinary Arts 2008 810 631 261 409 211 190 179 1 27 194
Culinary Arts 2007 775 592 216 382 198 183 145 2 20 168
4062 2505 973 1675 872 790 709 6 99 749
Dental Assisting 2011 86 69 21 56 33 25 28 0 1 37
331 211 85 151 90 80 59 0 5 101
Design & Visual
Communications
2011 233 197 13 151 99 48 96 0 5 48
Design & Visual
Communications
2010 241 175 7 139 85 45 78 1 10 43
Design & Visual
Communications
2009 172 140 15 106 74 46 44 0 11 25
Design & Visual
Communications
2008 148 122 11 98 62 43 52 0 3 44
Design & Visual
Communications
2007 131 106 14 76 43 25 39 0 2 28
925 740 60 570 363 207 309 1 31 188
Diesel Technology 2011 30 21 4 11 4 5 0 0 6 3
104 69 24 30 14 12 8 0 9 6
Drafting 2011 329 280 22 225 150 66 145 0 9 73
Drafting 2010 328 273 17 229 119 80 137 1 9 65
Drafting 2009 287 232 16 189 111 68 106 0 7 67
Drafting 2008 255 221 22 170 103 44 110 0 11 57
Drafting 2007 274 226 35 185 110 63 99 1 2 78
1473 1232 112 998 593 321 597 2 38 340
Early Education and
Care
2011 284 237 77 178 130 82 90 0 4 91
Early Education and
Care
2010 241 200 61 158 120 69 82 0 6 87
Early Education and
Care
2009 247 191 47 149 110 61 76 0 10 65
Early Education and
Care
2008 231 187 68 143 107 76 56 0 7 87
Early Education And
Care
2007 185 153 56 114 88 61 47 0 4 56
1188 968 309 742 555 349 351 0 31 386
Electricity 2011 615 494 212 264 162 91 78 56 38 154
Electricity 2010 637 521 175 296 166 117 104 33 34 162
Electricity 2009 627 494 172 276 152 119 75 50 24 150
Electricity 2008 640 500 207 249 157 105 65 40 33 133
Electricity 2007 622 500 251 220 132 64 61 32 47 120
3141 2509 1017 1305 769 496 383 211 176 719
Electronics 2011 167 134 26 97 63 38 52 0 5 28
Electronics 2010 185 138 23 102 60 46 50 0 5 42
Electronics 2009 223 165 27 112 74 55 43 1 8 42
Electronics 2008 235 180 33 131 93 59 59 0 7 44
Electronics 2007 202 163 28 118 72 48 54 1 8 47
1012 780 137 560 362 246 258 2 33 203
Engineering
Technology
2011 119 99 8 81 53 25 50 0 4 29
Engineering
Technology
2010 153 120 10 99 56 21 72 0 2 36
Engineering
Technology
2009 129 92 8 81 51 18 54 0 8 35
Engineering
Technology
2008 62 51 9 41 29 12 27 0 1 12
Engineering
Technology
2007 66 56 5 53 34 14 33 1 2 17
529 418 40 355 223 90 236 1 17 129
Environmental
Science &
Technology
2011 66 57 5 44 20 15 28 0 1 14
Environmental
Science &
Technology
2010 45 40 7 29 14 14 15 0 0 15
Environmental
Science &
Technology
2009 55 44 7 37 21 15 20 0 1 23
Environmental
Science &
Technology
2008 32 28 6 20 17 10 10 0 0 12
Environmental
Science &
Technology
2007 30 29 3 25 9 4 12 0 0 10
228 198 28 155 81 58 85 0 2 74
Exploratory 2011 41 28 3 21 4 9 9 1 2 9
Exploratory 2010 52 35 1 29 10 7 18 0 3 19
Exploratory 2009 8 3 2 1 1 1 0 0 0 1
Exploratory 2008 35 22 5 14 6 7 7 0 0 6
Exploratory 2007 17 11 1 10 2 3 5 1 1 8
153 99 12 75 23 27 39 2 6 43
Facilities
Management
2011 64 50 12 31 11 16 5 0 7 14
Facilities
Management
2010 74 55 22 26 6 11 3 0 9 11
Facilities
Management
2009 92 70 22 38 10 19 11 0 7 20
Facilities
Management
2008 82 70 22 33 11 18 8 1 6 10
Facilities
Management
2007 94 74 28 29 11 14 5 3 7 13
406 319 106 157 49 78 32 4 36 68
Fashion Technology 2011 23 14 6 11 9 7 2 0 2 6
184 123 29 102 45 47 29 0 15 54
Graphic
Communications
2011 381 285 31 197 109 107 83 0 4 77
Graphic
Communications
2010 389 315 37 212 103 115 78 0 12 78
Graphic
Communications
2009 441 333 42 228 123 117 81 3 14 96
Graphic
Communications
2008 449 347 42 216 117 109 76 2 23 79
Graphic
Communications
2007 407 286 41 184 75 86 70 0 7 92
2067 1566 193 1037 527 534 388 5 60 422
Health Assisting 2011 680 560 245 437 348 208 192 0 24 220
3065 2414 1173 1782 1437 895 705 4 96 970
Heating - Ventilation
- Air Conditioning -
Refrigeration
2011 245 178 56 81 42 40 30 2 9 35
Refrigeration
2010 241 196 59 92 44 45 28 6 13 46
Refrigeration
2009 213 176 53 83 38 30 30 7 12 41
Refrigeration
2008 230 172 53 79 30 40 26 1 9 46
Refrigeration
2007 187 152 60 62 20 28 11 4 7 34
1116 874 281 397 174 183 125 20 50 202
Horticulture 2011 203 168 57 99 44 40 51 0 7 46
Horticulture 2010 202 157 46 88 31 45 36 0 6 44
Horticulture 2009 208 164 43 93 44 51 32 1 8 42
Horticulture 2008 217 168 62 104 45 63 30 2 7 54
Horticulture 2007 206 164 54 92 36 40 34 1 10 45
1036 821 262 476 200 239 183 4 38 231
Hospitality
Management
2011 40 19 7 12 7 2 9 1 0 5
Hospitality
Management
2010 46 39 17 33 23 27 5 0 1 23
Hospitality
Management
2009 35 28 10 18 13 14 4 0 0 5
Hospitality
Management
2008 38 34 13 22 14 14 6 0 2 12
Hospitality
Management
2007 45 36 8 20 7 14 4 0 2 6
204 156 55 105 64 71 28 1 5 51
Information Support
Services &
Networking
2011 235 180 28 140 91 65 70 0 1 56
Information Support
Services &
Networking
2010 239 183 39 145 97 65 65 1 11 67
Information Support
Services &
Networking
2009 192 154 27 120 81 62 50 0 7 41
Information Support
Services &
Networking
2008 209 164 25 103 59 45 43 0 13 38
Information Support
Services &
Networking
2007 183 140 33 96 46 46 37 2 7 39
1058 821 152 604 374 283 265 3 39 241
Machine Tool
Technology
2011 255 221 113 99 48 54 29 4 11 53
Machine Tool
Technology
2010 246 214 98 94 48 46 37 0 10 47
Machine Tool
Technology
2009 278 218 80 93 59 38 35 2 15 46
Machine Tool
Technology
2008 269 218 90 107 48 53 31 4 17 58
Machine Tool
Technology
2007 260 202 106 79 34 45 21 1 7 47
1308 1073 487 472 237 236 153 11 60 251
Major Appliance
Installation/
Repairing
2010 3 *** *** *** *** *** *** *** *** ***
Major Appliance
Installation/
Repairing
2009 11 6 2 0 0 0 0 0 0 0
Major Appliance
Installation/
Repairing
2008 12 10 2 3 1 2 1 0 0 1
Major Appliance
Installation/
Repairing
2007 11 7 3 0 0 0 0 0 0 0
37 23 7 3 1 2 1 0 0 1
Marine Service
Technology
2011 21 19 7 9 3 3 1 0 1 3
Marine Service
Technology
2010 20 19 11 9 5 5 1 0 2 7
Marine Service
Technology
2009 17 16 9 8 6 6 1 0 0 5
Marine Service
Technology
2008 26 25 13 10 7 2 7 0 1 7
Marine Service
Technology
2007 20 17 7 10 8 3 4 0 2 6
104 96 47 46 29 19 14 0 6 28
Marketing 2011 371 286 60 218 132 58 156 0 3 66
Marketing 2010 395 309 93 249 121 69 169 2 7 136
Marketing 2009 445 300 96 225 155 77 138 0 9 100
Marketing 2008 430 294 110 225 154 67 148 1 8 103
Marketing 2007 429 323 84 237 119 69 146 2 5 120
2070 1512 443 1154 681 340 757 5 32 525
Masonry & Tile
Setting
2011 68 60 10 25 7 13 10 1 0 6
Masonry & Tile
Setting
2010 62 48 17 21 3 8 13 0 0 10
Masonry & Tile
Setting
2009 64 47 15 19 4 11 8 0 0 2
Masonry & Tile
Setting
2008 72 67 24 26 4 15 6 0 3 13
Masonry & Tile
Setting
2007 83 59 23 15 6 8 2 0 1 7
349 281 89 106 24 55 39 1 4 38
Medical Assisting 2011 111 83 19 71 58 25 44 0 1 38
494 374 116 313 227 156 139 0 16 160
Metal Fabrication &
Joining Technologies
2011 290 236 95 94 41 45 30 5 10 45
Metal Fabrication &
2010 289 223 67 97 39 48 24 3 19 45
Metal Fabrication &
2009 315 237 67 101 48 51 25 5 18 42
Metal Fabrication &
2008 299 226 84 105 37 45 18 7 27 56
Metal Fabrication &
2007 325 256 111 83 29 30 20 9 10 39
1518 1178 424 480 194 219 117 29 84 227
Office Technology 2011 284 234 63 170 109 92 67 2 8 75
1249 986 282 687 405 349 278 3 31 303
Painting & Design
Technologies
2011 57 39 3 26 13 12 12 0 1 11
Painting & Design
Technologies
2010 55 50 10 28 11 14 11 0 2 14
Painting & Design
Technologies
2009 46 40 9 26 17 18 6 0 1 15
Painting & Design
Technologies
2008 61 54 11 35 16 22 9 0 3 19
Painting & Design
Technologies
2007 53 42 10 25 8 17 4 0 4 15
272 225 43 140 65 83 42 0 11 74
Plumbing 2011 350 289 139 111 53 44 32 28 6 68
Plumbing 2010 365 284 131 128 58 45 33 35 10 85
Plumbing 2009 364 278 99 119 51 57 29 20 10 68
Plumbing 2008 354 275 124 96 35 37 27 24 8 55
Plumbing 2007 331 260 129 87 33 34 19 15 4 49
1764 1386 622 541 230 217 140 122 38 325
Power Equipment
Technology
2011 18 12 1 10 6 4 1 0 4 1
Power Equipment
Technology
2010 14 10 5 2 0 2 0 0 0 0
Power Equipment
Technology
2009 16 13 7 5 2 4 0 0 1 2
Power Equipment
Technology
2008 16 14 3 11 9 3 0 0 8 5
Power Equipment
Technology
2007 18 16 4 6 5 2 1 0 1 1
82 65 20 34 22 15 2 0 14 9
Programming & Web
Development
2011 126 98 12 76 39 44 27 0 4 26
Programming & Web
Development
2010 125 98 11 78 57 45 30 0 1 23
Programming & Web
Development
2009 115 84 19 70 49 36 29 0 4 35
Programming & Web
Development
2008 124 84 13 59 42 29 22 0 7 32
Programming & Web
Development
2007 164 130 32 98 65 45 21 0 5 44
654 494 87 381 252 199 129 0 21 160
Radio & Television
Broadcasting
2011 52 37 1 32 15 17 15 0 0 6
Radio & Television
Broadcasting
2010 42 32 2 24 14 6 12 0 3 7
Radio & Television
Broadcasting
2009 45 40 5 36 21 13 21 0 2 11
Radio & Television
Broadcasting
2008 22 15 1 13 9 10 2 0 1 3
Radio & Television
Broadcasting
2007 32 27 3 20 6 7 13 0 0 8
193 151 12 125 65 53 63 0 6 35
Robotics and
Automation
Technology
2011 62 48 4 36 19 8 26 0 2 12
Robotics and
Automation
Technology
2010 10 10 5 10 8 5 4 0 1 5
Robotics and
Automation
Technology
2009 13 12 3 10 6 6 3 0 1 6
Robotics and
Automation
Technology
2008 50 47 13 40 26 12 20 1 4 25
Robotics And
Automation
Technology
2007 67 48 6 39 15 12 19 0 4 24
202 165 31 135 74 43 72 1 12 72
Sheet Metalworking 2011 16 10 4 6 5 4 1 1 0 4
105 82 16 46 23 26 11 4 5 22
Stationary
Engineering
2011 12 7 2 4 2 1 2 0 1 1
Stationary
Engineering
2010 13 10 1 4 0 3 0 0 1 2
Stationary
Engineering
2009 10 8 3 6 0 6 0 0 0 4
Stationary
Engineering
2008 6 5 1 4 0 3 0 0 1 4
Stationary
Engineering
2007 12 10 4 6 1 4 2 0 0 3
53 40 11 24 3 17 4 0 3 14
Telecommunications -
Fiber Optics
2011 8 5 1 4 4 3 1 0 0 2
Fiber Optics
2010 15 13 1 6 1 3 3 0 0 5
Fiber Optics
2009 7 6 2 2 1 2 0 0 0 0
Fiber Optics
2007 11 9 1 6 5 0 0 0 0 3
94 73 16 42 14 25 8 0 3 24
Agricultural
Mechanics
2009 1 *** *** *** *** *** *** *** *** ***
Agricultural
Mechanics
2007 2 *** *** *** *** *** *** *** *** ***
3 0 0 0 0 0 0 0 0 0
Agriculture 2007 6 0 0 0 0 0 0 0 0 0
6 0 0 0 0 0 0 0 0 0
Animal Science 2011 2 *** *** *** *** *** *** *** *** ***
2 0 0 0 0 0 0 0 0 0
2010 1 *** *** *** *** *** *** *** *** ***
2008 2 *** *** *** *** *** *** *** *** ***
3 0 0 0 0 0 0 0 0 0
Automotive
Technology
2011 45 38 8 24 11 9 8 0 5 10
Automotive
Technology
2010 59 38 9 25 11 8 13 0 4 13
Automotive
Technology
2009 67 33 7 18 11 8 3 1 6 6
Automotive
Technology
2008 61 41 13 26 13 6 9 1 8 13
232 150 37 93 46 31 33 2 23 42
Biotechnology 2011 53 25 2 24 9 1 23 0 0 6
Biotechnology 2010 17 12 1 12 5 0 11 0 1 7
Biotechnology 2009 27 14 1 14 8 1 13 0 0 8
Biotechnology 2008 2 *** *** *** *** *** *** *** *** ***
99 51 4 50 22 2 47 0 1 21
Business And Office
Occupations
2007 1417 862 89 686 279 203 425 2 31 350
1417 862 89 686 279 203 425 2 31 350
Cabinetmaking 2011 65 46 2 42 2 13 29 0 0 4
Cabinetmaking 2010 62 40 1 36 4 12 23 0 1 6
Cabinetmaking 2009 73 43 4 35 10 17 15 1 2 13
Cabinetmaking 2008 53 41 2 35 9 6 24 0 4 7
253 170 9 148 25 48 91 1 7 30
Carpentry 2011 66 51 11 37 6 17 15 3 2 14
Carpentry 2010 78 50 13 37 5 17 15 2 0 24
Carpentry 2009 72 40 6 29 14 16 9 2 2 9
Carpentry 2008 41 26 11 9 5 3 4 2 0 7
Carpentry 2007 2 *** *** *** *** *** *** *** *** ***
259 167 41 112 30 53 43 9 4 54
Communications
Technology
2007 394 254 15 188 65 53 119 4 8 86
394 254 15 188 65 53 119 4 8 86
Computer
Technology
2007 411 251 37 200 102 62 120 0 14 100
411 251 37 200 102 62 120 0 14 100
Construction
Occupations
2007 57 47 10 28 7 9 13 1 3 13
57 47 10 28 7 9 13 1 3 13
Cosmetology 2010 3 *** *** *** *** *** *** *** *** ***
Cosmetology 2009 7 3 0 2 1 1 0 0 1 0
Cosmetology 2008 3 *** *** *** *** *** *** *** *** ***
13 3 0 2 1 1 0 0 1 0
Criminal Justice 2011 105 77 7 63 27 16 45 0 2 35
373 226 12 187 87 56 118 1 2 91
Culinary Arts 2011 285 184 29 148 45 59 85 0 2 44
Culinary Arts 2010 200 141 30 116 33 41 71 2 2 37
Culinary Arts 2009 189 121 40 98 38 39 54 0 2 38
Culinary Arts 2008 127 67 12 53 16 17 34 0 1 25
Culinary Arts 2007 114 79 8 57 16 14 39 0 2 20
915 592 119 472 148 170 283 2 9 164
Design & Visual
Communications
2011 401 156 11 128 54 52 70 1 5 54
Design & Visual
Communications
2010 454 239 8 204 68 69 125 1 9 81
Design & Visual
Communications
2009 418 254 16 210 81 65 136 0 7 80
Design & Visual
Communications
2008 528 364 19 289 111 79 192 0 16 111
Design & Visual
Communications
2007 4 *** *** *** *** *** *** *** *** ***
1805 1013 54 831 314 265 523 2 37 326
Drafting 2011 67 50 3 46 25 8 37 0 0 17
Drafting 2010 43 32 3 26 13 9 17 0 0 15
Drafting 2009 64 37 3 30 11 11 15 0 2 7
Drafting 2008 40 29 2 25 11 6 17 0 2 5
214 148 11 127 60 34 86 0 4 44
Early Childhood 2007 231 140 15 113 66 40 61 0 7 43
231 140 15 113 66 40 61 0 7 43
Early Education and
Care
2011 265 175 25 149 97 81 65 0 2 50
Early Education and
Care
2010 271 179 20 147 90 61 80 1 0 60
Early Education and
Care
2009 244 149 30 123 83 43 67 1 5 52
Early Education and
Care
2008 319 216 43 169 120 68 96 0 3 97
Early Education And
Care
2007 4 *** *** *** *** *** *** *** *** ***
1103 719 118 588 390 253 308 2 10 259
Education 2007 26 4 1 4 4 2 1 0 0 2
Electronics 2010 2 *** *** *** *** *** *** *** *** ***
Electronics 2009 15 12 0 7 5 4 2 0 1 1
Electronics 2008 9 7 0 6 2 3 3 0 0 0
26 19 0 13 7 7 5 0 1 1
Engineering
Technology
2011 293 182 4 160 86 36 119 0 4 19
Engineering
Technology
2010 382 264 11 211 105 39 163 0 7 43
Engineering
Technology
2009 351 203 12 163 98 40 112 1 6 49
Engineering
Technology
2008 374 248 14 201 114 44 147 2 7 61
Engineering
Technology
2007 232 144 10 119 68 30 78 2 7 49
1632 1041 51 854 471 189 619 5 31 221
Environmental
Science &
Technology
2011 130 68 8 47 9 13 32 0 2 11
Environmental
Science &
Technology
2010 76 45 0 25 1 15 7 0 3 6
Environmental
Science &
Technology
2009 121 100 1 81 9 20 60 0 1 10
Environmental
Science &
Technology
2008 134 111 6 90 18 13 70 0 7 22
461 324 15 243 37 61 169 0 13 49
Exploratory 2011 11 6 0 3 0 2 1 0 0 0
Exploratory 2010 100 87 0 79 7 36 43 0 0 3
Exploratory 2009 81 75 0 61 9 16 39 0 2 0
Exploratory 2008 18 12 0 8 3 4 4 0 0 4
210 180 0 151 19 58 87 0 2 7
Facilities
Management
2011 8 6 2 3 0 3 0 0 0 1
Facilities
Management
2010 6 3 1 1 0 0 1 0 0 1
Facilities
Management
2009 7 3 1 1 0 1 0 0 0 1
Facilities
Management
2008 12 6 1 4 2 1 0 2 0 1
33 18 5 9 2 5 1 2 0 4
Family & Consumer
Studies (formerly
vocational home
economics)
2011 200 87 9 73 18 17 54 2 0 21
Family & Consumer
Studies (formerly
vocational home
economics)
2010 133 102 6 87 25 29 54 0 2 25
Family & Consumer
Studies (formerly
vocational home
economics)
2009 175 96 4 91 38 36 53 0 1 23
Family & Consumer
Studies (formerly
vocational home
economics)
2008 232 109 5 101 43 22 78 0 1 18
Family & Consumer
Studies (Formerly
Vocational Home
Economics)
2007 338 140 12 114 59 24 81 0 5 55
1078 534 36 466 183 128 320 2 9 142
85 57 10 53 30 14 39 0 0 19
Graphic
Communications
2011 241 164 2 149 78 39 104 0 5 24
Graphic
Communications
2010 280 226 9 193 78 66 126 0 1 49
Graphic
Communications
2009 246 143 12 123 91 32 81 1 4 31
Graphic
Communications
2008 180 124 15 89 54 25 50 0 11 42
Graphic
Communications
2007 1 *** *** *** *** *** *** *** *** ***
948 657 38 554 301 162 361 1 21 146
1712 1004 172 818 494 291 462 2 44 408
Refrigeration
2011 12 12 3 7 6 7 0 0 0 4
Refrigeration
2010 3 *** *** *** *** *** *** *** *** ***
Refrigeration
2009 2 *** *** *** *** *** *** *** *** ***
17 12 3 7 6 7 0 0 0 4
Horticulture 2011 17 6 3 5 1 3 1 0 1 3
Horticulture 2010 8 7 0 3 2 0 1 1 1 1
Horticulture 2009 5 *** *** *** *** *** *** *** *** ***
Horticulture 2007 1 *** *** *** *** *** *** *** *** ***
31 13 3 8 3 3 2 1 2 4
Hospitality
Management
2011 15 14 7 12 7 8 4 0 0 7
Hospitality
Management
2010 7 6 5 6 3 0 6 0 0 5
Hospitality
Management
2009 24 22 11 17 7 5 9 0 1 8
Hospitality
Management
2008 69 63 18 52 17 11 38 0 3 42
Hospitality
Management
2007 3 *** *** *** *** *** *** *** *** ***
118 105 41 87 34 24 57 0 4 62
Information Support
Services &
Networking
2011 164 117 10 92 58 35 50 0 6 21
Information Support
Services &
Networking
2010 134 98 7 72 49 35 34 0 3 18
Information Support
Services &
Networking
2009 158 100 16 89 67 37 46 0 4 22
Information Support
Services &
Networking
2008 250 175 15 148 101 52 87 0 5 32
Information Support
Services &
Networking
2007 5 *** *** *** *** *** *** *** *** ***
711 490 48 401 275 159 217 0 18 93
Machine Tool
Technology
2011 3 *** *** *** *** *** *** *** *** ***
Machine Tool
Technology
2010 4 *** *** *** *** *** *** *** *** ***
Machine Tool
Technology
2009 1 *** *** *** *** *** *** *** *** ***
8 0 0 0 0 0 0 0 0 0
Major Appliance
Installation/Repairing
2008 4 *** *** *** *** *** *** *** *** ***
4 0 0 0 0 0 0 0 0 0
Marine Service
Technology
2011 7 7 5 2 2 0 1 0 1 2
Marine Service
Technology
2010 7 3 3 2 2 0 1 0 1 2
Marine Service
Technology
2009 10 9 3 4 4 0 1 0 3 1
Marine Service
Technology
2008 13 12 4 11 9 0 4 0 7 5
37 31 15 19 17 0 7 0 12 10
Marketing/Finance 2011 489 327 31 281 159 78 196 0 5 72
1913 1290 119 1088 567 330 706 2 35 382
Mechanic And
Repair Technology
2007 92 55 17 39 22 13 15 0 9 26
92 55 17 39 22 13 15 0 9 26
134 78 7 64 33 18 37 2 2 42
Metal Fabrication &
2011 6 3 2 1 0 1 0 0 0 1
Metal Fabrication &
2010 5 *** *** *** *** *** *** *** *** ***
Metal Fabrication &
2009 3 *** *** *** *** *** *** *** *** ***
Metal Fabrication &
2008 15 8 2 2 0 0 1 0 1 1
Metal Fabrication &
2007 1 *** *** *** *** *** *** *** *** ***
30 11 4 3 0 1 1 0 1 2
Natural Resources
Conservation
2007 46 40 1 38 2 3 35 0 0 2
46 40 1 38 2 3 35 0 0 2
Non-Chapter 74
Exploratory
2007 42 38 1 30 12 14 15 0 1 3
42 38 1 30 12 14 15 0 1 3
2243 1148 176 875 392 307 494 3 44 339
Power Equipment
Technology
2011 9 5 1 3 1 1 2 0 0 2
Power Equipment
Technology
2010 6 5 0 2 0 0 1 0 0 0
Power Equipment
Technology
2009 3 *** *** *** *** *** *** *** *** ***
18 10 1 5 1 1 3 0 0 2
Precision Production 2007 74 66 2 53 22 10 42 0 1 7
74 66 2 53 22 10 42 0 1 7
Programming & Web
Development
2011 167 111 5 90 50 32 55 0 3 26
Programming & Web
Development
2010 219 163 9 127 53 32 73 0 6 44
Programming & Web
Development
2009 268 112 18 98 63 30 59 0 6 34
Programming & Web
Development
2008 316 129 13 110 57 26 74 0 8 40
Programming & Web
Development
2007 9 1 0 1 0 0 1 0 0 0
979 516 45 426 223 120 262 0 23 144
Public Administration
and Social Service
2007 2 *** *** *** *** *** *** *** *** ***
Radio & Television
Broadcasting
2011 252 174 8 143 66 29 107 0 4 43
Radio & Television
Broadcasting
2010 204 152 6 137 59 19 112 0 2 46
Radio & Television
Broadcasting
2009 198 134 11 114 53 30 74 0 8 27
Radio & Television
Broadcasting
2008 158 84 8 62 31 16 41 0 4 22
Radio & Television
Broadcasting
2007 2 *** *** *** *** *** *** *** *** ***
814 544 33 456 209 94 334 0 18 138
Robotics and
Automation
Technology
2011 24 13 2 9 7 1 8 0 0 2
Robotics and
Automation
Technology
2010 9 7 0 6 5 1 5 0 0 0
Robotics and
Automation
Technology
2009 19 16 0 14 8 7 7 0 0 4
Robotics and
Automation
Technology
2008 9 7 0 6 5 1 5 0 0 1
61 43 2 35 25 10 25 0 0 7
51 19 0 16 1 9 7 0 0 0
Technology
Education
2007 380 158 16 120 58 39 67 1 10 61
380 158 16 120 58 39 67 1 10 61
Fiber Optics
2010 1 *** *** *** *** *** *** *** *** ***
Fiber Optics
2009 1 *** *** *** *** *** *** *** *** ***
Fiber Optics
2008 1 *** *** *** *** *** *** *** *** ***
3 0 0 0 0 0 0 0 0 0
Transportation 2007 1 *** *** *** *** *** *** *** *** ***
1 0 0 0 0 0 0 0 0 0
Visual And
Performing Arts
2007 147 88 1 72 29 17 50 2 2 26
147 88 1 72 29 17 50 2 2 26
Program Title
Class
of Year
Total
Graduates
Responses
Employme
nt Related
Education
Education
Related
2 Year
College
4 Year
College
Apprentice
ship
Technical
School
Education
and
Employment
2007-2011 C74 21929 13382 1433 10828 5117 3374 6709 49 464 3974
2007-2011 N74 44317 34137 11050 20537 11393 9150 8202 511 1882 9689
2007-2011 TOTAL 66246 47519 12483 31365 16510 12524 14911 560 13663
*** Totals are not reported for programs with fewer than 6 students
Graduate Class of 2007
Program Title
Total
Graduates
Responses Employment
Employment
Related
Education
Related
2 Year
College
4 Year
College
Apprentice
ship
Technical
School
Education
and
Employment
Agricultural
Mechanics
34 32 18 9 11 3 10 0 5 7
Agricultural
Mechanics
2 *** *** *** *** *** *** *** *** ***
Agriculture 6 0 0 0 0 0 0 0 0 0
Animal Science 152 126 66 29 63 33 60 0 2 42
314 233 166 81 40 47 20 0 23 48
Automotive
Technology
577 449 298 175 125 94 30 4 77 100
Biotechnology 10 10 4 1 3 2 1 0 0 4
Business And Office
Occupations
1417 862 465 89 279 203 425 2 31 350
Cabinetmaking 36 34 27 12 1 7 7 1 1 10
Carpentry 642 497 333 177 76 98 72 5 18 103
Carpentry 2 *** *** *** *** *** *** *** *** ***
Communications
Technology
394 254 132 15 65 53 119 4 8 86
Computer
Technology
411 251 125 37 102 62 120 0 14 100
Construction
Occupations
57 47 30 10 7 9 13 1 3 13
Cosmetology 499 385 286 176 49 83 43 1 17 90
Criminal Justice 37 17 12 1 6 3 11 0 0 11
Culinary Arts 775 592 351 216 198 183 145 2 20 168
Culinary Arts 114 79 31 8 16 14 39 0 2 20
Dental Assisting 40 34 24 18 10 16 2 0 0 12
Design & Visual
Communications
131 106 52 14 43 25 39 0 2 28
Design & Visual
Communications
4 *** *** *** *** *** *** *** *** ***
Diesel Technology 19 11 7 5 1 0 2 0 0 1
Drafting 274 226 114 35 110 63 99 1 2 78
Early Childhood 231 140 64 15 66 40 61 0 7 43
Early Education And
Care
185 153 90 56 88 61 47 0 4 56
Early Education And
Care
4 *** *** *** *** *** *** *** *** ***
Education 26 4 2 1 4 2 1 0 0 2
Electricity 622 500 359 251 132 64 61 32 47 120
Electronics 202 163 74 28 72 48 54 1 8 47
Engineering
Technology
66 56 19 5 34 14 33 1 2 17
Engineering
Technology
232 144 64 10 68 30 78 2 7 49
Environmental
Science &
Technology
30 29 13 3 9 4 12 0 0 10
Exploratory 17 11 8 1 2 3 5 1 1 8
Facilities
Management
94 74 51 28 11 14 5 3 7 13
Family & Consumer
Studies (Formerly
Vocational Home
338 140 72 12 59 24 81 0 5 55
Fashion Technology 49 31 17 6 8 10 5 0 1 14
Graphic
Communications
407 286 164 41 75 86 70 0 7 92
Graphic
Communications
1 *** *** *** *** *** *** *** *** ***
Health Assisting 563 429 281 214 234 150 101 1 20 164
Refrigeration
187 152 109 60 20 28 11 4 7 34
Horticulture 206 164 104 54 36 40 34 1 10 45
Horticulture 1 *** *** *** *** *** *** *** *** ***
Hospitality
Management
45 36 17 8 7 14 4 0 2 6
Hospitality
Management
3 *** *** *** *** *** *** *** *** ***
Information Support
Services &
Networking
183 140 73 33 46 46 37 2 7 39
Information Support
Services &
Networking
5 *** *** *** *** *** *** *** *** ***
Machine Tool
Technology
260 202 155 106 34 45 21 1 7 47
Major Appliance
11 7 6 3 0 0 0 0 0 0
Marine Service
Technology
20 17 13 7 8 3 4 0 2 6
Marketing 429 323 186 84 119 69 146 2 5 120
Marketing/Finance 16 6 4 2 2 3 0 0 0 2
Masonry & Tile
Setting
83 59 43 23 6 8 2 0 1 7
Mechanic And
Repair Technology
92 55 39 17 22 13 15 0 9 26
Medical Assisting 81 68 38 25 37 29 18 0 7 29
Metal Fabrication &
325 256 182 111 29 30 20 9 10 39
Metal Fabrication &
1 *** *** *** *** *** *** *** *** ***
Natural Resources
Conservation
46 40 3 1 2 3 35 0 0 2
Non-Chapter 74
Exploratory
42 38 9 1 12 14 15 0 1 3
Office Technology 214 158 93 51 45 33 37 0 9 44
Painting & Design
Technologies
53 42 29 10 8 17 4 0 4 15
Plumbing 331 260 198 129 33 34 19 15 4 49
Power Equipment
Technology
18 16 8 4 5 2 1 0 1 1
Precision Production 74 66 16 2 22 10 42 0 1 7
Programming & Web
Development
164 130 71 32 65 45 21 0 5 44
Programming & Web
Development
9 1 0 0 0 0 1 0 0 0
Public Administration
and Social Service
2 *** *** *** *** *** *** *** *** ***
Radio & Television
Broadcasting
32 27 14 3 6 7 13 0 0 8
Radio & Television
Broadcasting
2 *** *** *** *** *** *** *** *** ***
Robotics And
Automation
Technology
67 48 29 6 15 12 19 0 4 24
Sheet Metalworking 13 10 8 4 1 2 0 1 0 2
Stationary
Engineering
12 10 7 4 1 4 2 0 0 3
Technology
Education
380 158 85 16 58 39 67 1 10 61
Fiber Optics
11 9 6 1 5 0 0 0 0 3
Transportation 1 *** *** *** *** *** *** *** *** ***
Visual And
Performing Arts
147 88 38 1 29 17 50 2 2 26
8483 6601 4211 2339 1921 1576 1336 88 349 1797
4524 2633 1339 280 921 607 1289 13 108 969
13007 9234 5550 2619 2842 2183 2625 101 457 2766
Program Title
Total
Graduates
Employment
Related
Education
Related
2 Year
College
4 Year
College
Apprentice
ship
Technical
School
Education
and
Employment
Agricultural
Mechanics
30 29 19 9 10 6 3 1 9 11
Animal Science 152 126 75 37 57 39 52 1 1 47
341 264 173 93 59 43 23 2 46 58
Automotive
Technology
655 503 323 192 144 122 40 3 80 112
Biotechnology 15 10 6 3 8 4 5 0 0 6
Cabinetmaking 39 38 21 11 6 7 4 0 2 9
Carpentry 620 464 308 170 81 93 79 4 23 102
Cosmetology 498 383 279 176 76 87 46 6 33 101
Culinary Arts 810 631 375 261 211 190 179 1 27 194
Design & Visual
Communications
148 122 59 11 62 43 52 0 3 44
Drafting 255 221 94 22 103 44 110 0 11 57
Early Education and
Care
231 187 121 68 107 76 56 0 7 87
Electricity 640 500 327 207 157 105 65 40 33 133
Electronics 235 180 73 33 93 59 59 0 7 44
Engineering
Technology
62 51 19 9 29 12 27 0 1 12
Environmental
Science &
Technology
32 28 17 6 17 10 10 0 0 12
Exploratory 35 22 12 5 6 7 7 0 0 6
Facilities
Management
82 70 42 22 11 18 8 1 6 10
Graphic
Communications
449 347 176 42 117 109 76 2 23 79
Refrigeration
230 172 116 53 30 40 26 1 9 46
Horticulture 217 168 106 62 45 63 30 2 7 54
Hospitality
Management
38 34 23 13 14 14 6 0 2 12
Information Support
Services &
Networking
209 164 83 25 59 45 43 0 13 38
Machine Tool
Technology
269 218 148 90 48 53 31 4 17 58
Major Appliance
12 10 5 2 1 2 1 0 0 1
Marine Service
Technology
26 25 15 13 7 2 7 0 1 7
Marketing 430 294 161 110 154 67 148 1 8 103
Masonry & Tile
Setting
72 67 45 24 4 15 6 0 3 13
Metal Fabrication &
299 226 146 84 37 45 18 7 27 56
Painting & Design
Technologies
61 54 33 11 16 22 9 0 3 19
Plumbing 354 275 198 124 35 37 27 24 8 55
Power Equipment
Technology
16 14 8 3 9 3 0 0 8 5
Programming & Web
Development
124 84 46 13 42 29 22 0 7 32
Radio & Television
Broadcasting
22 15 4 1 9 10 2 0 1 3
Robotics and
Automation
Technology
50 47 30 13 26 12 20 1 4 25
Stationary
Engineering
6 5 5 1 0 3 0 0 1 4
2 *** *** *** *** *** *** *** *** ***
Automotive
Technology
61 41 22 13 13 6 9 1 8 13
Biotechnology 2 *** *** *** *** *** *** *** *** ***
Cabinetmaking 53 41 12 2 9 6 24 0 4 7
Carpentry 41 26 19 11 5 3 4 2 0 7
Cosmetology 3 *** *** *** *** *** *** *** *** ***
Culinary Arts 127 67 33 12 16 17 34 0 1 25
Design & Visual
Communications
528 364 157 19 111 79 192 0 16 111
Drafting 40 29 7 2 11 6 17 0 2 5
Early Education and
Care
319 216 135 43 120 68 96 0 3 97
Electronics 9 7 1 0 2 3 3 0 0 0
Engineering
Technology
374 248 92 14 114 44 147 2 7 61
Environmental
Science &
Technology
134 111 37 6 18 13 70 0 7 22
Exploratory 18 12 6 0 3 4 4 0 0 4
Facilities
Management
12 6 3 1 2 1 0 2 0 1
Family & Consumer
Studies (formerly
vocational home
232 109 25 5 43 22 78 0 1 18
Graphic
Communications
180 124 61 15 54 25 50 0 11 42
Hospitality
Management
69 63 47 18 17 11 38 0 3 42
Information Support
Services &
Networking
250 175 55 15 101 52 87 0 5 32
Major Appliance
4 *** *** *** *** *** *** *** *** ***
Marine Service
Technology
13 12 6 4 9 0 4 0 7 5
Metal Fabrication &
15 8 5 2 0 0 1 0 1 1
Programming & Web
Development
316 129 50 13 57 26 74 0 8 40
Radio & Television
Broadcasting
158 84 32 8 31 16 41 0 4 22
Robotics and
Automation
Technology
9 7 1 0 5 1 5 0 0 1
Fiber Optics
1 *** *** *** *** *** *** *** *** ***
8820 6849 4198 2367 2295 1842 1478 102 468 1958
4684 2866 1265 344 1144 669 1439 7 134 893
13504 9715 5463 2711 3439 2511 2917 109 602 2851
Program Title
Total
Graduates
Employment
Related
Education
Related
2 Year
College
4 Year
College
Apprentice
ship
Technical
School
Education
and
Employment
Agricultural
Mechanics
33 25 20 11 12 3 3 2 7 12
Animal Science 130 106 63 23 61 24 54 0 4 46
363 283 177 90 44 61 21 2 23 46
Automotive
Technology
628 494 295 170 143 135 37 5 70 107
Biotechnology 15 9 2 0 7 3 4 0 0 0
Cabinetmaking 39 36 23 9 4 6 6 0 2 5
Carpentry 647 506 332 159 101 130 80 4 12 113
Cosmetology 482 372 271 170 65 90 71 0 22 117
Culinary Arts 806 614 350 249 208 195 161 0 37 186
Design & Visual
Communications
172 140 48 15 74 46 44 0 11 25
Drafting 287 232 90 16 111 68 106 0 7 67
Early Education and
Care
247 191 96 47 110 61 76 0 10 65
Electricity 627 494 316 172 152 119 75 50 24 150
Electronics 223 165 79 27 74 55 43 1 8 42
Engineering
Technology
129 92 40 8 51 18 54 0 8 35
Environmental
Science &
Technology
55 44 29 7 21 15 20 0 1 23
Exploratory 8 3 3 2 1 1 0 0 0 1
Facilities
Management
92 70 44 22 10 19 11 0 7 20
Graphic
Communications
441 333 168 42 123 117 81 3 14 96
Refrigeration
213 176 112 53 38 30 30 7 12 41
Horticulture 208 164 104 43 44 51 32 1 8 42
Hospitality
Management
35 28 14 10 13 14 4 0 0 5
Information Support
Services &
Networking
192 154 65 27 81 62 50 0 7 41
Machine Tool
Technology
278 218 151 80 59 38 35 2 15 46
Major Appliance
11 6 3 2 0 0 0 0 0 0
Marine Service
Technology
17 16 11 9 6 6 1 0 0 5
Marketing 445 300 161 96 155 77 138 0 9 100
Masonry & Tile
Setting
64 47 23 15 4 11 8 0 0 2
Metal Fabrication &
315 237 140 67 48 51 25 5 18 42
Painting & Design
Technologies
46 40 27 9 17 18 6 0 1 15
Plumbing 364 278 201 99 51 57 29 20 10 68
Power Equipment
Technology
16 13 10 7 2 4 0 0 1 2
Programming & Web
Development
115 84 47 19 49 36 29 0 4 35
Radio & Television
Broadcasting
45 40 13 5 21 13 21 0 2 11
Robotics and
Automation
Technology
13 12 6 3 6 6 3 0 1 6
Stationary
Engineering
10 8 6 3 0 6 0 0 0 4
Fiber Optics
7 6 4 2 1 2 0 0 0 0
Agricultural
Mechanics
1 *** *** *** *** *** *** *** *** ***
Automotive
Technology
67 33 17 7 11 8 3 1 6 6
Biotechnology 27 14 8 1 8 1 13 0 0 8
Cabinetmaking 73 43 19 4 10 17 15 1 2 13
Carpentry 72 40 17 6 14 16 9 2 2 9
Cosmetology 7 3 0 0 1 1 0 0 1 0
Culinary Arts 189 121 55 40 38 39 54 0 2 38
Design & Visual
Communications
418 254 110 16 81 65 136 0 7 80
Drafting 64 37 11 3 11 11 15 0 2 7
Early Education and
Care
244 149 71 30 83 43 67 1 5 52
Electronics 15 12 3 0 5 4 2 0 1 1
Engineering
Technology
351 203 73 12 98 40 112 1 6 49
Environmental
Science &
Technology
121 100 24 1 9 20 60 0 1 10
Exploratory 81 75 0 0 9 16 39 0 2 0
Facilities
Management
7 3 2 1 0 1 0 0 0 1
Family & Consumer
Studies (formerly
vocational home
175 96 27 4 38 36 53 0 1 23
Graphic
Communications
246 143 42 12 91 32 81 1 4 31
Refrigeration
2 *** *** *** *** *** *** *** *** ***
Horticulture 5 *** *** *** *** *** *** *** *** ***
Hospitality
Management
24 22 13 11 7 5 9 0 1 8
Information Support
Services &
Networking
158 100 31 16 67 37 46 0 4 22
Machine Tool
Technology
1 *** *** *** *** *** *** *** *** ***
Marine Service
Technology
10 9 5 3 4 0 1 0 3 1
Metal Fabrication &
3 *** *** *** *** *** *** *** *** ***
Power Equipment
Technology
3 *** *** *** *** *** *** *** *** ***
Programming & Web
Development
268 112 40 18 63 30 59 0 6 34
Radio & Television
Broadcasting
198 134 35 11 53 30 74 0 8 27
Robotics and
Automation
Technology
19 16 5 0 8 7 7 0 0 4
Fiber Optics
1 *** *** *** *** *** *** *** *** ***
8915 6903 4057 2149 2431 2000 1597 106 389 1954
4393 2546 981 304 1074 683 1251 13 87 706
13308 9449 5038 2453 3505 2683 2848 119 476 2660
Program Title
Total
Graduates
Employment
Related
Education
Related
2 Year
College
4 Year
College
Apprentice
ship
Technical
School
Education
and
Employment
Agricultural
Mechanics
36 29 21 11 9 6 6 0 7 13
Animal Science 147 125 77 22 63 33 61 1 2 56
360 284 188 97 57 60 28 1 22 47
Automotive
Technology
575 478 323 175 115 96 42 2 69 105
Biotechnology 17 16 7 3 12 4 9 0 0 6
Cabinetmaking 39 38 22 10 2 3 8 1 0 4
Carpentry 571 479 313 144 79 128 84 4 19 118
Construction Craft
Laborer
4 *** *** *** *** *** *** *** *** ***
Cosmetology 496 389 290 161 50 93 76 2 19 121
Culinary Arts 790 609 326 224 227 191 193 2 30 190
Design & Visual
Communications
241 175 61 7 85 45 78 1 10 43
Drafting 328 273 99 17 119 80 137 1 9 65
Early Education and
Care
241 200 116 61 120 69 82 0 6 87
Electricity 637 521 346 175 166 117 104 33 34 162
Electronics 185 138 68 23 60 46 50 0 5 42
Engineering
Technology
153 120 47 10 56 21 72 0 2 36
Environmental
Science &
Technology
45 40 23 7 14 14 15 0 0 15
Exploratory 52 35 23 1 10 7 18 0 3 19
Facilities
Management
74 55 37 22 6 11 3 0 9 11
Graphic
Communications
389 315 162 37 103 115 78 0 12 78
Refrigeration
241 196 134 59 44 45 28 6 13 46
Horticulture 202 157 95 46 31 45 36 0 6 44
Hospitality
Management
46 39 25 17 23 27 5 0 1 23
Information Support
Services &
Networking
239 183 94 39 97 65 65 1 11 67
Machine Tool
Technology
246 214 147 98 48 46 37 0 10 47
Major Appliance
3 *** *** *** *** *** *** *** *** ***
Marine Service
Technology
20 19 14 11 5 5 1 0 2 7
Marketing 395 309 181 93 121 69 169 2 7 136
Masonry & Tile
Setting
62 48 31 17 3 8 13 0 0 10
Metal Fabrication &
289 223 141 67 39 48 24 3 19 45
Painting & Design
Technologies
55 50 33 10 11 14 11 0 2 14
Plumbing 365 284 212 131 58 45 33 35 10 85
Power Equipment
Technology
14 10 6 5 0 2 0 0 0 0
Programming & Web
Development
125 98 33 11 57 45 30 0 1 23
Radio & Television
Broadcasting
42 32 12 2 14 6 12 0 3 7
Robotics and
Automation
Technology
10 10 5 5 8 5 4 0 1 5
Stationary
Engineering
13 10 5 1 0 3 0 0 1 2
Fiber Optics
15 13 10 1 1 3 3 0 0 5
1 *** *** *** *** *** *** *** *** ***
Automotive
Technology
59 38 21 9 11 8 13 0 4 13
Biotechnology 17 12 7 1 5 0 11 0 1 7
Cabinetmaking 62 40 10 1 4 12 23 0 1 6
Carpentry 78 50 35 13 5 17 15 2 0 24
Cosmetology 3 *** *** *** *** *** *** *** *** ***
Culinary Arts 200 141 60 30 33 41 71 2 2 37
Design & Visual
Communications
454 239 101 8 68 69 125 1 9 81
Drafting 43 32 17 3 13 9 17 0 0 15
Early Education and
Care
271 179 83 20 90 61 80 1 0 60
Electronics 2 *** *** *** *** *** *** *** *** ***
Engineering
Technology
382 264 72 11 105 39 163 0 7 43
Environmental
Science &
Technology
76 45 16 0 1 15 7 0 3 6
Exploratory 100 87 9 0 7 36 43 0 0 3
Facilities
Management
6 3 3 1 0 0 1 0 0 1
Family & Consumer
Studies (formerly
vocational home
133 102 34 6 25 29 54 0 2 25
Graphic
Communications
280 226 69 9 78 66 126 0 1 49
Refrigeration
3 *** *** *** *** *** *** *** *** ***
Horticulture 8 7 3 0 2 0 1 1 1 1
Hospitality
Management
7 6 5 5 3 0 6 0 0 5
Information Support
Services &
Networking
134 98 30 7 49 35 34 0 3 18
Machine Tool
Technology
4 *** *** *** *** *** *** *** *** ***
Marine Service
Technology
7 3 3 3 2 0 1 0 1 2
Metal Fabrication &
5 *** *** *** *** *** *** *** *** ***
Power Equipment
Technology
6 5 3 0 0 0 1 0 0 0
Programming & Web
Development
219 163 70 9 53 32 73 0 6 44
Radio & Television
Broadcasting
204 152 58 6 59 19 112 0 2 46
Robotics and
Automation
Technology
9 7 0 0 5 1 5 0 0 0
Fiber Optics
1 *** *** *** *** *** *** *** *** ***
8932 7147 4280 2181 2412 1944 1941 97 375 2141
4085 2777 1112 249 942 720 1399 10 70 772
13017 9924 5392 2430 3354 2664 3340 107 445 2913
Program Title
Total
Graduates
Employment
Related
Education
Related
2 Year
College
4 Year
College
Apprentice
ship
Technical
School
Education and
Employment
Agricultural
Mechanics
27 22 17 12 4 7 1 0 1 7
Animal Science 164 148 59 19 38 31 88 0 1 39
310 236 160 75 31 61 23 2 21 57
Automotive
Technology
624 504 324 191 150 120 52 2 61 117
Biotechnology 16 14 2 0 13 3 11 0 0 2
Cabinetmaking 39 34 10 5 0 4 16 0 0 3
Carpentry 587 475 324 166 92 111 96 9 23 124
Construction Craft
Laborer
5 *** *** *** *** *** *** *** *** ***
Cosmetology 519 425 309 175 71 110 72 4 28 129
Culinary Arts 881 673 368 272 236 226 192 1 22 197
Design & Visual
Communications
233 197 82 13 99 48 96 0 5 48
Drafting 329 280 110 22 150 66 145 0 9 73
Early Education and
Care
284 237 136 77 130 82 90 0 4 91
Electricity 615 494 334 212 162 91 78 56 38 154
Electronics 167 134 54 26 63 38 52 0 5 28
Engineering
Technology
119 99 42 8 53 25 50 0 4 29
Environmental
Science &
Technology
66 57 24 5 20 15 28 0 1 14
Exploratory 41 28 13 3 4 9 9 1 2 9
Facilities
Management
64 50 30 12 11 16 5 0 7 14
Graphic
Communications
381 285 148 31 109 107 83 0 4 77
Refrigeration
245 178 112 56 42 40 30 2 9 35
Horticulture 203 168 103 57 44 40 51 0 7 46
Hospitality
Management
40 19 11 7 7 2 9 1 0 5
Information Support
Services &
Networking
235 180 85 28 91 65 70 0 1 56
Machine Tool
Technology
255 221 163 113 48 54 29 4 11 53
Marine Service
Technology
21 19 11 7 3 3 1 0 1 3
Marketing 371 286 117 60 132 58 156 0 3 66
Masonry & Tile
Setting
68 60 29 10 7 13 10 1 0 6
Metal Fabrication &
290 236 157 95 41 45 30 5 10 45
Painting & Design
Technologies
57 39 22 3 13 12 12 0 1 11
Plumbing 350 289 220 139 53 44 32 28 6 68
Power Equipment
Technology
18 12 2 1 6 4 1 0 4 1
Programming & Web
Development
126 98 40 12 39 44 27 0 4 26
Radio & Television
Broadcasting
52 37 10 1 15 17 15 0 0 6
Robotics and
Automation
Technology
62 48 17 4 19 8 26 0 2 12
Stationary
Engineering
12 7 4 2 2 1 2 0 1 1
Fiber Optics
8 5 3 1 4 3 1 0 0 2
Animal Science 2 *** *** *** *** *** *** *** *** ***
Automotive
Technology
45 38 19 8 11 9 8 0 5 10
Biotechnology 53 25 7 2 9 1 23 0 0 6
Cabinetmaking 65 46 7 2 2 13 29 0 0 4
Carpentry 66 51 24 11 6 17 15 3 2 14
Culinary Arts 285 184 71 29 45 59 85 0 2 44
Design & Visual
Communications
401 156 74 11 54 52 70 1 5 54
Drafting 67 50 19 3 25 8 37 0 0 17
Early Education and
Care
265 175 71 25 97 81 65 0 2 50
Engineering
Technology
293 182 34 4 86 36 119 0 4 19
Environmental
Science &
Technology
130 68 29 8 9 13 32 0 2 11
Exploratory 11 6 3 0 0 2 1 0 0 0
Facilities
Management
8 6 4 2 0 3 0 0 0 1
Family & Consumer
Studies (formerly
vocational home
economics)
200 87 29 9 18 17 54 2 0 21
Graphic
Communications
241 164 37 2 78 39 104 0 5 24
Refrigeration
12 12 7 3 6 7 0 0 0 4
Horticulture 17 6 4 3 1 3 1 0 1 3
Hospitality
Management
15 14 7 7 7 8 4 0 0 7
Information Support
Services &
Networking
164 117 38 10 58 35 50 0 6 21
Machine Tool
Technology
3 *** *** *** *** *** *** *** *** ***
Marine Service
Technology
7 7 5 5 2 0 1 0 1 2
Metal Fabrication &
6 3 3 2 0 1 0 0 0 1
Power Equipment
Technology
9 5 4 1 1 1 2 0 0 2
Programming & Web
Development
167 111 36 5 50 32 55 0 3 26
Radio & Television
Broadcasting
252 174 68 8 66 29 107 0 4 43
Robotics and
Automation
Technology
24 13 6 2 7 1 8 0 0 2
9114 7290 4229 2285 2569 1989 2024 121 339 2040
4271 2606 969 263 1048 709 1345 6 68 639
13385 9896 5198 2548 3617 2698 3369 127 407 2679
!""#$%&' )*+ ,-./#0 12&3&$4 5&63 7#894.2":&;6
What is the
name of your
school?
How many
students
are on
your
school's
waiting
list?
How many
additional
students could
your school
accommodate?
(vacancies)
Total
enrollment
White
students
(%)
Students
of Color
(%)
Number of
students on
the waiting
list as a
percentage of
the total
enrolled
Low-
income
(%)
First
Language
not
English
(%)
Remediation
Rates (%)
Gateway
City
Spending
Quintile
Survey
year
B.M.C. Durfee
High School
80 2,276 67.5 32.50 3.51 69.9 25.4 47 Yes 1
2013-
2014
Greater
Lawrence
Technical
School
200 0 1,308 19.80 80.20 15.29 78.2 16.3 60 Yes 1
2013-
2014
Greater New
Bedford
Regional
Vocational
Technical
High School
513 2,146 72.7 27.30 23.90 52.3 19.3 69 Yes 1 2012
Lynn
Vocational
Technical
School
0 0 709 17.2 82.80 0.00 87.7 61.2 59 Yes 1
2013-
2014
McCann
Technical
School
0 0 488 95.7 4.30 0.00 39.5 0 44 1
2013-
2014
!""#$%&' )*+ ,-./#0 12&3&$4 5&63 7#894.2":&;6
Pathfinder
Regional
Vocational
Technical
High School
158 662 93.8 6.20 23.87 39 0.2 65 1 2012
Roger L.
Putnam
Vocational
Technical
Academy
305 1,284 12.5 87.50 23.75 89.5 30.9 79 Yes 1
2013-
2014
Attleboro High
School
20 70 1,737 76 24.00 1.15 37.1 13.4 33 Yes 2
2013-
2014
Bristol County
Agricultural
High School
135 451 92.9 7.10 29.93 25.7 2 37 2 2012
Diman
Regional
Vocational
Technical
High School
1399 0 1,386 89 11.00 100.94 47.5 2.1 62 Yes 2
2013-
2014
Essex
Agricultural
and Technical
High School
330 479 86.4 13.60 68.89 20.9 0.8 49 2 2012
!""#$%&' )*+ ,-./#0 12&3&$4 5&63 7#894.2":&;6
Franklin
County
Technical
School
0 25 518 94 6.00 0.00 51.4 0.6 65 2
2013-
2014
Lower Pioneer
Valley
Educational
Collaborative
0 25 139 86.3 13.70 0.00 16.5 n/a 32 Yes 2
2013-
2014
Montachusett
Regional
Vocational
Technical
School
205 0 1,432 80.4 19.60 14.32 30.6 6 63 Yes 2
2013-
2014
Bristol-
Plymouth
Regional
Technical
School
65 1,287 88.2 11.80 5.05 32.8 2.7 50 Yes 2 2012
Southeastern
Technical
Institute
201 1,255 57.4 42.60 16.02 56 19.1 85 2 2012
Nashoba
Valley
Technical
School
District
65 0 683 91.2 8.80 9.52 20.4 0.3 61 3
2013-
2014
!""#$%&' )*+ ,-./#0 12&3&$4 5&63 7#894.2":&;6
Old Colony
Regional
Vocational
Technical
High School
45 0 586 97.3 2.70 7.68 20.5 0 61 3
2013-
2014
Salem High
School
0 1,145 53.1 46.90 0.00 57.2 30 n/a Yes 3
2013-
2014
Tri-County
RVTHS
6 1,019 93.5 6.50 0.59 23.2 0 36 3
2013-
2014
Whittier
Regional
0 1,233 80 20.00 0.00 34.7 3.3 69 Yes 3
2013-
2014
Assabet
Valley
Regional
Technical
High School
0 30 1,011 82.1 17.90 0.00 35.7 12.1 70 4
2013-
2014
Medford
Vocational
Technical
High School
0 75 210 79.5 20.50 0.00 37.6 12.8 n/a 4
2013-
2014
!""#$%&' )*+ ,-./#0 12&3&$4 5&63 7#894.2":&;6
Norfolk
County
Agricultural
High School
321 485 95.9 4.10 66.19 13.4 0 22 4 2012
North Shore
Technical
High School
248 475 84 16.00 52.21 32.8 6.5 70 4 2012
Quincy Area
Vocational
Technical
Center
15 100 1,568 55.5 44.50 0.96 53.8 23.9 n/a Yes 4
2013-
2014
Smith
Vocational
and
Agricultural
High School
40 16 418 82.3 17.70 9.57 46.2 1.9 72 4
2013-
2014
Upper Cape
Cod Regional
Technical
School
137 657 89 11.00 20.85 23.4 0 52 4
2013-
2014
Cambridge
Rindge &
Latin School
0 170 1,684 36.9 63.10 0.00 44.2 27.6 57 5
2013-
2014
!""#$%&' )*+ ,-./#0 12&3&$4 5&63 7#894.2":&;6
Madison Park
Technical
Vocational
High School
0 75 1,160 4.2 95.80 0.00 87.8 54.2 74 5
2013-
2014
Minuteman
High School
5 80 652 79.9 20.10 0.77 29.4 1.1 48 5
2013-
2014
Bay Path
Regional
Vocational
Technical
High School
136 1,099 92.5 7.50 12.37 32.1 0.4 n/a
Not
available
2012
Survey Total/
Average (as
applicable)
4629 666 31,642 72.7094 27.29 15.85 42.71 12.06
State average
(as applicable)
64.9 35.1 38.3 17.8 36.4
!""#$%&' )*+ ,#-./$. 0/1 2-&3&$4 5&.3
What is the name
of your school?
Lack of physical
space for more
students
Lack of financial
resources/staff/e
quipment for
more students
Student did not
get first choice
of major
Administrative
hold/clerical
issues
If none of the
above
categories best
captures the
reason for your
school's wait
list, please
explain below.
Assabet Valley
Regional Technical
High School
2 4 1 4
Attleboro High
School
2 1 1 4
B.M.C. Durfee High
School
1 1 4 4
Diman Regional
Vocational
Technical High
School
1 2 4 4
Lower Pioneer
Valley
3 1 3 2
Lynn Vocational
Technical School
Simply, too
much interest
and not enough
staff....
Madison Park
Technical
Vocational High
School
2 2 2 4
No wait list.
School does not
accept students
after 11 grade
start so open
seats are only in
freshmen and
sophomore year.
McCann Technical
School
1 1 2 4
Please rank the importance of these four categories in causing the waiting list at
your school. (1 is the most important, 4 is the least important)
!""#$%&' )*+ ,#-./$. 0/1 2-&3&$4 5&.3
Medford
Vocational
Technical High
School
1 2 2 2
Minuteman High
School
1 1 3 4
Montachusett
Regional
Vocational
Technical School
1 2 3 4
Need more
space!!!!!
Nashoba Valley
Technical School
District
3 1 1 4
Old Colony
Regional
Vocational
Technical High
School
2 3 4 4
Out wait list only
includes student
who are in our
exploratory
program.
Quincy Area
Vocational
Technical Center
4 1 1 4
Roger L. Putnam
Vocational
Technical
Academy
1 4 2 2
Students in the
Springfield
Public Schools
must go through
a balloting
process when
choosing which
of the four high
schools they
want to attend.
Unfortunately we
always have
more students
requesting
Putnam than sits
availabe.
Salem High
School
3 4 4 4
No Waiting list.
We have space
for all students
interested in one
of our vocational
programs.
!""#$%&' )*+ ,#-./$. 0/1 2-&3&$4 5&.3
Smith Vocational
and Agricultural
High School
1 2 1 4
Upper Cape Cod
Regional Technical
School
1 2 3 4
Whittier Regional 4 4
!""#$%&' )*+ ,#-./$. 0/1 2-&3&$4 5&.3
!""#$%&' )*+ ,-./-012 3&45 60&4&$/ 7&242 0$% ,-./-012 3&45 8090$9&#2
Program Schools with waiting lists Schools with Vacancies
Animal Science Smith Vocational and Agricultural High School
Automotive Collision Repair & Refinishing Diman Regional Vocational Technical High School Assabet Valley Regional Technical High School
Nashoba Valley Technical School District Franklin County Technical School
Roger L. Putnam Vocational Technical Academy Medford Vocational Technical High School
Upper Cape Cod Regional Technical School
Automotive Technology Diman Regional Vocational Technical High School Attleboro High School
Nashoba Valley Technical School District Cambridge Rindge & Latin School
Roger L. Putnam Vocational Technical Academy Franklin County Technical School
Upper Cape Cod Regional Technical School Medford Vocational Technical High School
Biotechnology Assabet Valley Regional Technical High School
Cambridge Rindge & Latin School
Medford Vocational Technical High School
Cabinetmaking Montachusett Regional Vocational Technical School
Nashoba Valley Technical School District
Carpentry Diman Regional Vocational Technical High School Assabet Valley Regional Technical High School
Nashoba Valley Technical School District Attleboro High School
Roger L. Putnam Vocational Technical Academy Cambridge Rindge & Latin School
Upper Cape Cod Regional Technical School Lower Pioneer Valley Educational Collaborative
Madison Park Technical Vocational High School
Minuteman High School
Quincy Area Vocational Technical Center
Smith Vocational and Agricultural High School
Construction Craft Laborer Medford Vocational Technical High School
!""#$%&' )*+ ,-./-012 3&45 60&4&$/ 7&242 0$% ,-./-012 3&45 8090$9&#2
Cosmetology B.M.C. Durfee High School Medford Vocational Technical High School
Montachusett Regional Vocational Technical School
Roger L. Putnam Vocational Technical Academy
Culinary Arts B.M.C. Durfee High School Attleboro High School
Diman Regional Vocational Technical High School Cambridge Rindge & Latin School
Montachusett Regional Vocational Technical School Medford Vocational Technical High School
Nashoba Valley Technical School District Minuteman High School
Roger L. Putnam Vocational Technical Academy Smith Vocational and Agricultural High School
Dental Assisting Diman Regional Vocational Technical High School Madison Park Technical Vocational High School
Design & Visual Communications Attleboro High School Cambridge Rindge & Latin School
B.M.C. Durfee High School Lower Pioneer Valley Educational Collaborative
Nashoba Valley Technical School District Madison Park Technical Vocational High School
Drafting Diman Regional Vocational Technical High School Assabet Valley Regional Technical High School
Early Education and Care Attleboro High School Lower Pioneer Valley Educational Collaborative
Montachusett Regional Vocational Technical School Minuteman High School
Nashoba Valley Technical School District Quincy Area Vocational Technical Center
!""#$%&' )*+ ,-./-012 3&45 60&4&$/ 7&242 0$% ,-./-012 3&45 8090$9&#2
Electricity Diman Regional Vocational Technical High School Assabet Valley Regional Technical High School
Montachusett Regional Vocational Technical School Madison Park Technical Vocational High School
Electronics Diman Regional Vocational Technical High School
Engineering Technology Nashoba Valley Technical School District Attleboro High School
Cambridge Rindge & Latin School
Environmental Science & Technology Minuteman High School
Facilities Management Diman Regional Vocational Technical High School Lower Pioneer Valley Educational Collaborative
Fashion Technology Lower Pioneer Valley Educational Collaborative
Graphic Communications Diman Regional Vocational Technical High School Attleboro High School
Nashoba Valley Technical School District Cambridge Rindge & Latin School
Roger L. Putnam Vocational Technical Academy Madison Park Technical Vocational High School
!""#$%&' )*+ ,-./-012 3&45 60&4&$/ 7&242 0$% ,-./-012 3&45 8090$9&#2
Health Assisting B.M.C. Durfee High School Cambridge Rindge & Latin School
Diman Regional Vocational Technical High School Madison Park Technical Vocational High School
Heating-Ventilation-Air Diman Regional Vocational Technical High School Minuteman High School
Conditioning-Refrigeration Roger L. Putnam Vocational Technical Academy
Horticulture Roger L. Putnam Vocational Technical Academy Franklin County Technical School
Upper Cape Cod Regional Technical School Lower Pioneer Valley Educational Collaborative
Hospitality Management Nashoba Valley Technical School District Madison Park Technical Vocational High School
Information Support Services & Quincy Area Vocational Technical Center Attleboro High School
Networking Upper Cape Cod Regional Technical School Cambridge Rindge & Latin School
Lower Pioneer Valley Educational Collaborative
Marine Service Technology Upper Cape Cod Regional Technical School
Marketing Nashoba Valley Technical School District Madison Park Technical Vocational High School
!""#$%&' )*+ ,-./-012 3&45 60&4&$/ 7&242 0$% ,-./-012 3&45 8090$9&#2
Medical Assisting Attleboro High School Madison Park Technical Vocational High School
Metal Fabrication & Joining Technologies Diman Regional Vocational Technical High School Attleboro High School
Office Technology Diman Regional Vocational Technical High School Franklin County Technical School
Roger L. Putnam Vocational Technical Academy Madison Park Technical Vocational High School
Plumbing Diman Regional Vocational Technical High School Franklin County Technical School
Minuteman High School Madison Park Technical Vocational High School
Nashoba Valley Technical School District Quincy Area Vocational Technical Center
Practical Nursing (LPN) Diman Regional Vocational Technical High School
Programming & Web Development Nashoba Valley Technical School District Assabet Valley Regional Technical High School
Radio & Television Broadcasting Nashoba Valley Technical School District Cambridge Rindge & Latin School
Robotics & Automation Technology Roger L. Putnam Vocational Technical Academy Medford Vocational Technical High School
Sheet Metalworking Roger L. Putnam Vocational Technical Academy
Other Old Colony Regional Vocational Technical High School
*deleted schools' programs that did not have a waiting list but reported waiting list program
Appendix K:
Foundation Budget Rates for Vocational Enrollments FY12
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Vocational Rates 339 611 6,168 431 193 1,136 340 459 1,532 1,041 0 12,250
Greater Fall River Reg. Tech. 2 1,407 1,538 87 6,767 333 420 1,541 761 1,688 1,572 2,937 0 17,644
Greater Lawrence Technical
School
1 1,340 678 1,531 7,227 522 695 859 699 2,682 2,258 4,882 0 22,033
Whittier Regional 3 1,285 826 993 7,145 290 116 975 417 2,154 1,482 3,476 0 17,874
Smith Voc. & Agricultural
High School
4 413 1,497 1,742 6,089 846 362 1,127 938 1,375 269 2,787 0 17,032
Pathfinder 1 611 870 1,361 7,761 694 60 1,374 595 2,098 1,632 3,707 0 20,152
Nashoba Valley Technical 3 711 797 1,066 5,142 264 366 931 509 1,800 1,658 2,607 0 15,140
Assabet Valley Reg. Tech. 4 1,026 884 952 6,655 301 599 1,068 797 2,030 1,655 2,412 0 17,353
Appendix K:
Foundation Budget Rates for Vocational Enrollments FY12
Monty Technical 2 1,433 725 954 5,404 485 379 1,647 824 2,328 2,037 2,750 0 17,533
Minuteman 5 715 1,662 1,737 8,733 791 92 753 813 3,591 2,432 3,842 0 24,446
Greater Lowell Reg. Voc.
Tech.
1 2,112 804 995 6,382 657 166 842 771 2,051 1,404 3,603 0 17,675
Greater New Bedford Reg.
Voc. Tech.
1 2,148 1,580 1,040 6,804 697 35 1,697 484 1,680 2,009 1,918 0 17,944
Northeast Metropoliton 3 1,261 1,097 827 6,911 741 374 907 740 1,887 1,468 4,686 0 19,638
Franklin County Reg. Voc. 2 523 1,257 1,189 7,076 797 238 1,300 703 2,628 1,530 4,530 0 21,248
Old County Reg. Voc. Tech. 3 579 1,717 515 6,731 583 110 974 628 2,087 2,118 2,471 0 17,934
Southern Worcster 2 1,104 611 1,204 6,856 579 235 1,365 480 1,925 1,150 2,860 0 17,265
Essex Agric Technical 2 472 1,312 2,002 6,010 737 139 1,396 938 3,824 3,601 3,046 0 23,005
AVERAGE 1,116 1,137 6,731 582 274 1,172 694 2,239 1,767 3,282 0 18,995
*Wealth codes for each school district, 5 being the most wealthy, 1 being the least wealthy

Manufacturing Success: Improved Access To Vocational Education in Massachusetts

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