In the 16 years that Mickey Wharton has taught auto shop at Monte Vista High School in San Ramon, he has seen once-thriving vocational education programs sputter and die. He now has to go to the junkyard to get materials for courses that don't fit the college prep mode.

Monrovia High School auto shop teacher Phillip Jelinek (center) helps Dan Noll and Matt Aleria work on brakes.

"We have no more wood shop, metal shop or machining classes," he laments. "There is no more home ec or anything like that. Electronics is gone. TV production is gone. I'm still teaching five sections, but others around me are dropping like flies."

Wharton, 55, wonders whether he will be replaced after he retires.

"Here, they think everybody is going to Cal or Stanford to be brain surgeons," says Wharton. "Kids are getting lost in the shuffle if they are not college-bound."

Corey Dunn works on his word processing skills.

Even those students who are going to college - or are undecided - could benefit from classes that teach them how to fix a car, operate tools or cook a meal, says Wharton. Exposure to a wide variety of experiences helps students find their talents and find out what types of things they enjoy.

Because universities and state colleges don't accept vocational classes as electives, he says, lots of kids never get to try them. "It's too bad, because hands-on classes also give students practical application of math and science. In my classes, they say, 'We did this in physics' or 'We did this in chemistry' and now they understand what the theory really means. But with so many vocational classes dying out, kids will no longer be able to say that."

Monte Vista High School serves as a microcosm of the overall state of vocational education. The picture is bleak. Programs are dying out; teachers are not being replaced; most teachers are near retirement age; and schools are becoming increasingly oriented toward students who are college-bound.

Once considered a business teacher, Monrovia High School career technology teacher Judy Funkhouser helps Robert Machulla with a PowerPoint presentation.

While schools may be setting their standards ever higher, many believe that such high expectations - based on the premise that everyone will go to college - are out of sync with reality. Some cynics refer to students who enter the workforce after leaving high school as "the forgotten 70 percent."

In the statewide focus on college education, these students are being ignored in many cases. As a result, they often lose interest in school and drop out. An estimated 30 percent of ninth-graders don't graduate three years later, according to a recent study by the California Council of Science and Technology, a nonprofit group supported by state universities. That number could rise significantly if, as predicted, large numbers of students fail the High School Exit Exam (HSEE).

"Vocational education should be an important part of the system, but it's not being looked at that way," says Gordon Allman, a member of the Fontana Teachers Association who taught vocational ed for 28 years before his program was cut. "With the exit exam and mandates for testing, vocational education is being pushed aside. Yet there will be a real need for it. A lot of kids won't pass the exit exam and nobody is making a plan for them."

The new name for vocational education is career technical education. It was changed in the Education Code because there was a stigma attached to the name, says Dr. Patrick Ainsworth, assistant superintendent of the High School Leadership Division of the California Department of Education.

"The words carried baggage from the past," says Ainsworth, a former vocational ed teacher. "Voc ed was for somebody else's children, not mine who are going to college. The voc ed kids were supposedly less capable, disadvantaged, and took on a second-class image."

The new terminology - career technical education - reflects the changing opinion about what vocational education needs to be to survive. "It needs to be something for all students, integrated with academics - something that can give academics more meaning," says Ainsworth.

Despite the CDE's enthusiasm for classes that teach career skills - and its philosophy that such classes can benefit all students - traditional vocational classes are rapidly becoming extinct. About 60 percent of high school vocational programs have disappeared during the last 30 years.

The California Coalition for Construction in the Classroom reports that two-thirds of shop programs statewide have closed since the 1970s. In the 1998-99 school year, classes like auto shop and metalworks fell off by nearly 25 percent.

"Trade skills education is now in the last stages of death" in California public schools, says John Chocholak, a vocational education teacher at Ukiah High School and a member of the Ukiah Teachers Association.

Monrovia photography teacher Anne Battle shows Eric Fallow how to operate a large format camera.

"There is a real prejudice against anything that causes your hands to get dirty - or careers where you don't wear a white shirt and tie," says Chocholak. The move to close automotive, machine shop, wood shop, electronics, welding and drafting classes in the high schools, which started 20 years ago, led to fewer courses along those lines in the community college system and at the state university level.

As a result, he says, "fewer teachers from the university are stepping in to replace those who are retiring. This is a chicken-and-egg disaster: Fewer programs producing fewer teachers causing classroom teaching vacancies which result in the closure of more programs."

Chocholak is the incoming president of the California Industrial and Technology Education Association, the largest association of vocational education teachers in California. He points out that the association now has 1,000 members, whereas when he first joined, it had 5,000.

Most voc ed teachers are within 10 years or less of retirement, and fewer than 25 replacements are in the university pipeline preparing to teach these classes, according to the CDE.

Vocational programs are dying because those who teach them are not valued, says Rich Bruni, a former auto shop teacher at Balboa High School in San Francisco whose program was dissolved in 1989. "Everybody talks today about 'project-based learning.' Vocational ed was project-based learning, but nobody thinks about that."

Bruni, a member of United Educators of San Francisco, now teaches social science. He has seen many programs die out in his school district. "What happened in a nutshell was that if anybody retired or died, they consolidated the program. Eventually, they discontinued programs completely."

"I think it's about the money," says Bruni. "Running a classic vocational program is expensive."

Sean Rubadue is seeking certification through an industry-sponsored program at Fairfield High School.

Funding is indeed part of the problem. Middle schools and high schools are supposed to offer traditional voc ed classes with certified teachers. These beginning classes, known as "feeder programs," are supposed to be funded by school districts and receive federal funding from the Carl Perkins Vocational Technical Education Act. This year, Carl Perkins funds provided $130 million for California, with 40 percent going to secondary classes and 60 percent to postsecondary programs, including community college and adult education.

The federal funding was supposed to be used as supplemental money for vocational programs in California, but that never happened, according to Ainsworth. "Carl Perkins was never enough money to sustain these programs. Schools were also supposed to provide money. But in California, unfortunately, schools have a tradition of using Carl Perkins funds as the only money to pay for these programs, with the exception of teacher salaries."

The premise was that the district-funded feeder classes would prepare students for advanced ROP (Regional Occupational Program) classes funded by counties.

In the 1970s, when money for feeder programs dried up, ROP was forced to pick up the slack, a trend that has been exacerbated over the years. Now it is common for ROP courses to teach introductory classes, because there is no other option.

While ROP instructors may be knowledgeable about their subject matter, they may be lacking training in delivery of instruction and classroom management. Some certified vocational educational teachers are concerned about the lack of certified teachers for these classes.

Even though ROP has filled the void, it may not be able to do so forever, says Chocholak. "Unfortunately, ROP doesn't have enough money to get the job done. We thought ROPs would bring in lots of money to buy equipment, but they don't have enough money and are hamstrung. Now, with the emphasis on the High School Exit Exam, ROPs may get pushed out the door. If kids can't pass English and math tests, they will be put in remedial classes until they do, and they won't be able to take ROP classes."

Ironically, while traditional vocational programs in the trades are drying up, industries are desperate for qualified people to fill well-paying positions.

"Jobs are going unfilled, even with a recession," says Curt Augustine, executive vice president of the California Coalition for Construction in the Classroom. "This is especially true in skilled trades such as plumbers, sheet metal workers, masons, carpenters, electricians, roofers, iron workers and welders, to name a few. And there's also a demand for engineers and land surveyors."

As a result of the shortage, says Augustine, "we're importing people from out of state - and out of the country.

"Kids don't go into these fields because they are not getting any exposure or awareness of the opportunities while they are in high school," says Augustine. "People don't realize that many of these workers are artists. ...And these jobs pay well. A skilled labor job can pay up to $70,000 a year, plus health and retirement. There are scores of men and women who are managers - or own their companies and make even more money."

Other vocational ed students Allan Lewis, Adam Agudo and Joseph Westmoreland.

Because of a lack of exposure to vocational education, the average age of participants in apprenticeship programs and community college construction programs in California is 28. "That's 10 years after high school graduation during which time productive income is lost," says Augustine.

Another traditional voc ed staple that has been hit hard is home economics. Like many other electives, it has been cut from the program at most schools in the state. In 2001-02, only 6 percent of the California school population took a home ec class.

"Every student needs to take this class because the bottom line is that students are going to need these skills," says Arlene Casaw, a home economics teacher at Bernardo Yorba Middle School who serves on CTA's Vocational Education Technical Committee.

"Students need to know how to do basic cooking and how to mend a seam because parents are not teaching this at home. With the family structure and the society we live in, parents don't get home until 6:30 or so at night. There is no formal dinner hour in many cases. Parents assume kids will get this knowledge through osmosis."

Home economics has been updated, she says. Today's students learn life-management skills like how to live on a budget, how to balance a checkbook, how to deal with stress management and how to build strong family relationships in addition to personal hygiene and proper nutrition. Students are also exposed to career path opportunities, such as hotel restaurant management, retail business, merchandising, tourism, nutrition, and dietitian or chef positions.

"Strong home economics programs exist, but they are fighting for their lives," says Casaw, a member of the Association of Placentia-Linda Educators. "Even in middle school, parents don't think it's important. They want their children to take music or other electives for college prep. Then they come and visit and say, 'I had no idea you did things like this. Every student in school should go through this program.'"

Agricultural education classes are among the few traditional vocational ed programs that are not dying on the vine.

"We're still strong because we have tremendous community support," says Tom Greci, president of the Madera Unified Teachers Association. "If it were up to the school districts, we would have been gone a long time ago."

Ag ed programs tend to have strong partnerships with local industry and advisory committees that meet on a regular basis. "They not only give us advice, but they employ students after they graduate," says Greci, who has taught agriculture at Madera High School for 30 years.

Such programs have also survived because they receive special state funding through the Vocational Agriculture Incentive Grant and have been "standards-based" for some time, says Mike Rourke. A member of the Trinity County Teachers Association, he has taught at Trinity High School in Weaverville for 23 years.

"We meet state requirements as science for high school graduation, and for the CSU and UC campuses. Agriculture is the largest industry in California, so there are plenty of job opportunities."

While traditional vocational ed programs, in general, are falling by the wayside, other programs have stepped in to take their place.

The California Department of Education's Partnership Academy Program is thriving, with programs at nearly 300 high schools. In these career technical programs, core curriculum and electives revolve around "themes" such as health care, computers, rocket science, visual and performing arts, biotechnology and communications.

"We're seeing a big transformation in the kinds of courses that are being taught now," says Ainsworth. "We've seen a shift to more modern economy areas."

Money certainly has something to do with it, since the majority of academy classes are funded by the California Partnership Academy. Also, "themed" courses are less expensive than hands-on programs that require tools and equipment. There is a growing sentiment among those involved in academies that traditional vocational education programs are passé, and that academy programs are the wave of the future.

Teachers of traditional voc ed say this sentiment may be based on snobbery. Some believe that the trend represents a shift in vocational education from blue collar to white-collar jobs, with the latter viewed as being more desirable. Academies tend to prepare students for mostly high-tech or white-collar jobs (although there are some exceptions, such as construction academies).

Unlike traditional voc ed classes, academies are integrated with core curriculum. For example, students in a biotech academy may write English papers about DNA research and take science classes that delve into genetics.

There are other differences, too. Traditional vocational classes prepare students for entry-level jobs, apprenticeships, trade schools or other training programs. Academies provide students with entry-level skills, but may also prepare students for college.

Academies tend to cluster students into small "learning communities" or "schools within schools," so students have a sense of belonging. There is also a sense of relevancy, because students see a direct link between studies and job opportunities.

At Canyon Springs High School in Moreno Valley, educators say the program has been successful in holding students' interest and preparing them for the future. Moreno Valley Educators Association members who teach academy courses say students have less absenteeism and behavior problems - as well as a lower dropout rate.

"I had one student who had a GPA of 1.5," says Willene Hoover, who runs the Canyon Springs Business Academy. "Then I got her into the academy. Now she's going to graduate with a 3.0 because the academy got her interested in school."

Her students do innovative projects - like planning and operating on-line businesses and learning how to start their own business. They even learn how to get permits and licenses from the city, work out a lease and take out advertising. Her students also run the student store.

"I wish I'd had something like this when I was in high school," says Hoover. "I changed my major in college four times. Most of these kids have a pretty good idea what they want to do after being in the academy."

The school's Digital Design Academy offers classes in graphics, Web design, animation and video editing. "I think multimedia academies are a growing trend," says teacher Ben Necochea. "That's where technology is headed. There's a definite need for it. Companies are looking for kids in their mid-20s who have an ear to the ground and know what's hip. One of my goals is to open their eyes so students can see what's out there. There's a huge range of jobs in this industry. We show them the technical side so they can gain the skills they need to market themselves."

His students often freelance to support themselves in college or find jobs in print shops where they design advertisements, business cards and fliers.

The school also has an Academy of Creative Technology, where students learn digital design applications. "When the kids are done with us, they can walk out and work on television shows, design logos, create Web sites and do anything that involves computer design techniques," says Don Miller, who teaches the program. The school has a partnership with the local newspaper and cable television station, which provides students with hands-on experience.

"The criticism in the past was that kids in vocational ed were tracked and couldn't get into college," says Miller. "But we require them to take A-F requirements that will get them into college."

"We don't fit the old pattern of voc ed," says Miller. "The old way was 'Here's a tool to pound this and bend that.' But none of that happens here."

Both hands-on and 'brains-on' skills should be valued. They complement each other rather than conflict with each other, say traditionalists.

"We have kids showing up at our shops who don't know the difference between a screwdriver and a crescent wrench," says John Chocholak in Ukiah. "They don't know which way to turn the wrench to tighten and loosen bolts, and they have no concept of how to cut. Parents are not around to teach them these things. So kids have no experience with the basics."

Without a basic understanding of tools and how machines work, putting students in a high-tech environment is foolish, says Chocholak. For example, individuals who do computer networking need to drill holes and connect wiring using basic tools. But with the elimination of industrial arts classes, fewer students have these skills.

"There is more to most jobs than pressing buttons on a computer," says Chocholak. "For example, construction tools are computerized and pre-programmed for accuracy. You have a computer on your welder, you can set it on the right spot, and you can make that thing weld. The problem is when it doesn't do the job for you, who's going to adjust it? You need to have more than the ability to turn a computer on and off."

"People in high-tech jobs are out of work," adds Chocholak. "According to the National Institute for Metals and Machining, 90,000 precision-machining positions are going unfilled, and will increase at about 30,000 positions a year. We need people to fix things. We need people to build things."

"Both sides are right," says Ainsworth. "I think it's true that we are in a high-technology world that requires a new set of skills for new opportunities. However, at the same time, it's very valuable for kids to know tools and techniques for putting things together. Some of the basic things that we learned 20 years ago are still valuable today."

In addition to the class issues of white collar vs. blue collar, issues of race and equity have recently been highlighted in newspapers, re-igniting concerns that vocational education can lead to "tracking" of students.

A study by Jeannie Oakes, an associate dean of the Graduate School of Education at UCLA, looked at urban school districts in 13 communities across the nation, and found that students in wealthier areas had access to more high-tech vocational courses and better equipment than schools in low socioeconomic areas.

Her study also found that, as a rule, there are more vocational courses offered in schools with poor and minority students compared with wealthier schools.

In some inner-city schools vocational classes serve as "dumping grounds" for students who can't get into overcrowded academic classes, says Oakes. The study notes that such students may have a difficult time getting into a university because vocational classes do not count as college prep.

In a letter published in the Los Angeles Times, Los Angeles Unified School District Board of Education member Genethia Hudley-Hayes wrote: "There's nothing wrong with students developing employable skills, nor is there anything wrong with being a mechanic or a secretary. What is wrong, however, is when a school system decides a student's aspirations.

"The fact that there are six cosmetology classes and no advanced mathematics classes at overcrowded Fremont High School in South-Central Los Angeles doesn't necessarily mean that 150 juniors and seniors want to work in beauty salons. It means that school officials have decided that students from low-income areas need more access to thermal hair-straightening techniques than to calculus."

Ainsworth believes that the situation is not typical. "It's not representative of what's going on, and articles about it have really done a disservice to career technical education. Most students are in these programs because they want to be in these programs."

To survive, many educators agree that vocational or career technical programs must receive adequate funding - and recruit new teachers for these courses. There is also a consensus that vocational education should also be integrated with mainstream classes rather than kept separate.

"I think we should make sure that career technical/vocational courses support the regular education programs," says CTA Board member Dayton Crummey, who serves as liaison to the CTA Vocational Education Technical Committee. "There's definitely a re-evaluation of vocational programs going on in the wake of standardized testing. I think there's now a realization on the part of some administrators that these programs actually benefit students in testing as well as in pre-career training and exposure. Students are able to use what they've learned, which reinforces learning."

Gordon Allman with the Fontana Teachers Association agrees. "In shop or machine class, kids are going to use trigonometry because they can't help it. In drafting classes, they learn geometry when they put lines on paper and make shapes. For these reasons, core classes and vocational classes need to be integrated and not separated."

"We have got to have a coming together of our career and our core studies," says Gary Barker, president of the Sacramento County Office of Education Teachers Association. "But the problem is we don't teach kids real-world career skills because we are constantly focusing on remediating kids academically to get them a high school diploma."

With the High School Exit Exam, remediation will take on even more importance, says Barker. "It is estimated that by 2004, 30 percent of kids may not pass it. If the only choice you give these kids is more remedial stuff, you will have a tremendous dropout rate, like Texas has. Maybe we need to look at an alternative course of study."

Barker notes that Oregon and New York have different types of high school diplomas, some of which are geared to college prep students and others toward vocational education students. In Massachusetts, school officials are considering separate diplomas or "certificates" for those students who haven't passed the state's exit exam.

In California, certification programs are cropping up as vocational programs partner with industry. Businesses such as Cisco have networking academy certification programs at school sites. The Microsoft Office User Specialist Certification program is growing in popularity. Students with these certificates have a definite leg up in finding employment after graduation.

More schools now offer auto shop classes where students receive certification from the National Institute for Automotive Service Excellence, or certificates from the Building Trades Association.

"We have a large number of kids who may never pass the High School Exit Exam, no matter how good we get at teaching to the test," says Barker. "We need to offer some type of alternate means of helping these kids develop real-world skills."

Barker teaches emotionally disturbed students, many of whom work at a campus restaurant that is open to the public. "All of a sudden you see these kids developing an expanded view of themselves and the world and where they fit in. Suddenly, they are concerned about grammar, the way they speak and how they interact with the public.

"Parents cry and thank us, because they have new hope. Yes, we have to focus on standards, but we also have a mission to create taxpayers who are productive citizens. The two are thought to be mutually exclusive, but they are not."

As the relevance increases, so does academic motivation, he adds.

When his students come back to visit after high school graduation, Barker always asks them what the school did right, and what could be done better.

"They always say the same thing," says Barker. "They always say that the best thing we did for them was give them some real-world experience."