To prepare students for a specific occupation or trade.

To provide students with a broad liberal arts education.

To help students develop critical thinking and problem-solving skills.

To promote social justice and equity.

Secondary, postsecondary, and adult.

Public, private, and charter.

Full-time, part-time, and online.

Academic, technical, and general.

It began in the early 19th century with the establishment of manual training schools.

It was popularized in the early 20th century by the Smith-Hughes Act.

It reached its peak in the 1950s and 1960s with the passage of the National Defense Education Act.

It has declined in recent years due to the rise of the college-prep curriculum.

The human capital theory, the social capital theory, and the critical theory.

The behaviorist theory, the cognitivist theory, and the constructivist theory.

The functionalist theory, the conflict theory, and the symbolic interactionist theory.

The rational choice theory, the institutional theory, and the network theory.

It can help to reduce unemployment and poverty.

It can help to increase economic growth and productivity.

It can help to promote social mobility and equity.

All of the above.

The rise of the college-prep curriculum.

The lack of funding and resources.

The negative stigma associated with vocational education.

All of the above.

Increase funding and resources.

Change the negative stigma associated with vocational education.

Make vocational education more accessible to students.

All of the above.

It will continue to decline in popularity.

It will remain stable.

It will experience a resurgence in popularity.

It is uncertain.

It can help students to develop skills that are in high demand in the workforce.

It can help students to earn higher wages.

It can help students to get a job more quickly after graduation.

All of the above.

A lack of funding.

A negative stigma associated with vocational education.

A lack of qualified teachers.

All of the above.

Increase funding for vocational education.

Change the negative stigma associated with vocational education.

Recruit and train more qualified vocational education teachers.

All of the above.

To prepare students for jobs that require technical skills.

To help students develop the skills they need to succeed in the global economy.

To provide students with a well-rounded education that includes both academic and vocational courses.

All of the above.

An increase in the number of students enrolled in vocational education programs.

A growing demand for vocational education programs that prepare students for jobs in high-growth industries.

A focus on providing students with a well-rounded education that includes both academic and vocational courses.

All of the above.

A lack of funding.

A negative stigma associated with vocational education.

A lack of qualified vocational education teachers.

All of the above.