document resume co 026 276 ed 383 982document resume ed 383 982 co 026 276 author sampson, james p.,...
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DOCUMENT RESUME
ED 383 982CO 026 276
AUTHOR Sampson, James P., Jr.; And Others
TITLE A Differential Feature-Cost Analysis of Seventeen
Computer-Assisted Career Guidance Systems: Technical
Report Number 10. (Fifth Edition).
INSTITUTION Florida State Univ., Tallahassee. Center for the
Study of Technology in Counseling and Career
Development.
SPONS AGENCY Florida State Univ., Tallahassee.; National
Occupational Information Coordinating Committee
(DOL/ETA), Washington, DC.; Office of Special
Education and Rehabilitative Services (ED),
Washington, DC.
PUB DATE Dec 94
NOTE 92p.; For the Fourth Edition, see ED 363 825.
PUB TYPE Reports Evaluative/Feasibility (142)
EDRS PRICE MF01/PC04 Plus Postage.
DESCRIPTORS *Career Counseling; *Career Information Systems;
Comput - Oriented Programs; Computer Software
Evaluation; Computer Software Selection; Computer
System Design; Information Sources; *Information
Technology; *Job Search Methods; *Occupational
Information; User Satisfaction (Information)
IDENTIFIERS Career Information; *Computer Assisted Career
Guidance
ABSTRACTThe primary purpose of this study is to highlight
similarities and differences among 17 computer-assisted career
guidance (CACG) systems so that practitioners, CACG system
developers, policy makers, and researchers may make informed
decisions concerning such systems. The CACG systems in the analysis
are: (1) Career Information System; (2) Career Visions; (3) Choices:
(4) Choices CT; (5) Choices Jr; (6) MODULAR C-LECT; (7) C-Lect Jr.;
(8) COIN; (9) COIN Jr; (10) DISCOVER for Colleges and Adults; (11)
DISCOVER for High Schools: (12) DISCOVER for Junior High and Middle
Schools; (13) Guidance Information System Version 17; (14) GIS II;
(15) SIGI PLUS; (16) VISIONS; and (17) VISIONS PLUS. The analysis
looks at features including system content, user friendliness, and
support materials and services available from ;Ale developer. It also
looks at costs, such as system-specific costs, and constant costs
that exist irrespective of the specific system used. A secondary
purpose of the study is to provide a comprehensive description of the
17 systems included in this analysis by identifying state, territory,
and city-specific availability of occupational information in the
CACG systems and by identifying the country location, geographic data
base origin, and language for each system. Eleven tables are
included. Contains four pages of references. (Author/JE)
***********************************************************************Reproductions supplied by EDRS are the best that can he made
from the original document.***********************************************************************
A Differential Feature-Cost Analysis of Seventeen Computer-AssistedCareer Guidance Systems: Technical Report Number 10
(Fifth Edition)
Jame? P. Sampson, Jr.Robert C. Reardon
Debra S. NorrisCaroline K. Wilde
M. LaWanna SlattenJeffrey W. Garis
Denise E. SaundersScott J. Strausberger
Kwabena T. Sankofa-AmammereGary W. Peterson
Janet G: Lenz
December 1994
PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
T, s Ps'a/v 3-11.
TO THE EDUCATIONAL REE'OURCESINFORMATION CENTER (ERIC).-
U S DEPARTMENT OF EDUCATION
EDUCATIONAL RESOURCES INFORMATIONCENTER !ERIC)
Tr.is document nas been reproduced asrereved from the person or organizationoriginatrng
t,rt:nor changes have been made toqnprove reproduction ouanty
Pom's of view or opmrons stated in thisdocument do not necessarily representolfrcral OERI position or policy
Center for the Study of Technology in Counseling and Career Development215 Stone Building
The Florida State UniversityTallahassee, Florida 32306-3001
James P. Sampson, Jr. is Professor in the Department of Human Services and Studies, RobertC. Reardon is Professor and Director of Instruction, Research, and Evaluation in the Career Center,Debra S. Norris is Assistant Director of the Curricular-Career Information Service, Caroline K. Wilde andM. LaWanna Slatten are Doctoral Students in the Department of Human Services and Studies, JeffreyW. Garis is Director of the Career Center, Denise E. Saunders is Assistant Director of the Curricular-Career Information Service, Scott J. Strausberger and Kwabena T. Sankofa-Amammere are DoctoralStudents in the Department of Human Services and Studies, Gary W. Peterson is Professor in theDepartment of Human Services and Studies, and Janet G. Lenz is Associate Director for CareerAdvising, Counseling, & Programming in the Career Center. all at The Florida State University. Thefirst and second authors also co-direct the Center for the Study of T.:.chnology in Counseling andCareer Development at The Florida State University. Appreciation is 7xpressed to Janet K. Humphreys,Michael A. Evans, and Dorothy Domkowski for their contributions to previous editions of this analysis.
Current support for this analysis has been provided by the National Occupational InformationCoordinating Committee, the Office of Special Education and Rehabilitative Services of the UnitedStates Department of Education, and The Florida State University Career Center, College ofEducation, and Division of Student Affairs. Previous support for this analysis was provided byBarnett Banks of Florida, Inc., the W. K. Kellogg Foundation, the Florida Department of EducationBureau of Career Development, The Florida State University Department of Human Services andStudies, and DANTES (Defer se Activities for Non-Traditional Education Support). Software andsupport materials have been made available by the American College Testing Program, Careerware:ISM Systems Corporation, Chronicle Guidance Publications, Inc., COIN Educational Products, theEducational Testing Service, the Riverside Publishing Company, the University of Oregon, and tneUniversity of Wisconsin.
BEST COPY AVAILABLE
Table of Contents
PaneAbstract 1
Background 2Purposes of the Study 3MethodologyCACG System Selection Criteria 4Establishment of Features and Costs 4Procedures 4Limitations 4
Results 6Discussion 6Conclusion 7References 7Tables 12
List of Tables
PaneTable 1 Comparison of System Content 12
Table 2 Comparison of User Friendly Features 31
Table 3 Comparison of Support Materials and Services Available from Developers 34
Table 4 Comparison of Costs 41
Table 5 Comparison of System Content (Jr. High/Middle School) 43
Table 6 Comparison of User Friendly Features (Jr. High/Middle School) 47
Table 7 Comparison of Support Materials and Services Available fromDevelopers (Jr. High/Middle School) 49
Tabl^ 8 Comparison of Costs (Jr. High/Middle School) 52
Table 9 Availability of State-Specific Occupational Information in CACG Systems 54.
Table 10 CACG System Location, Data Base Origin, :end Language 56
Table 11 Addresses and Phone Numbers of Computer-Assisted Career GuidanceSystem Developers 58
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A Differential Feature-Cost Analysis of Seventeen Computer-Assisted Career Guidance Systems:Technical Report Number 10 (5th Ed.)
Abstract
The primary purpose of this study is to highlight similarities and differences among seventeencomputer-assisted career guidance (CACG) systems so that practitioners, CACG system developers,policy makers, and ;searchers may make informed decisions concerning such systems. Thespecific CACG systems included in this analysis are: 1) the Career Information System (University ofOregon, 1993), 2) Career Visions (University of Wisconsin-Madison, 1994), 3) Choices(Careerware: ISM Systems Corporation, 1993), 4) Choices CT [for Adults in Career Transitions(Careerware: ISM Systems Corporation, 1993)], 5) Choices Jr [for Junior High and Middle Schools(Careerware: ISM Systems Corporation, 1993)1, 6) MODULAR C-LECT (Chronicle GuidancePublications, Inc., 1993), 7) C-Lect jr. (Chronicle Guidance Publications, Inc., 1993), 8) COIN(COIN Educational Products, 1993), 9) COIN Jr [for Junior High and Middle Schools (COINEducational Products, 1993)], 10) DISCOVER for Colleges and Adults (American College TestinProgram, 1993), 11) DISCOVER for High Schools (American College Testing Program, 1993), 12)DISCOVER for Junior High and Middle Schools (American College Testing Program, 1993), 13)Guidance Information System Version 17 (Riverside Publishing Company, 1993), 14) GIS II(Guidance Information System) (Riverside Publishing Company, 1993), 15) SIG! PLUS (EducationalTesting Service, 1993), 16) VISIONS (American College Testing Program, 1993), and 17) VISIONSPLUS (American College Testing Program, 1993). For the purposes of this analysis, featuresinclude: 1) system content, 2) user friendliness, and 3) support materials and services available fromthe developer, while costs include: 1) system-specific costs, and 2) constant costs that existirrespective of tha specific system used. The data presented in this analysis were gathered fromCACG software use, support materials provided by the developers, and telephone interviews withthe developers. The integration of differential feature-cost analyses into the process of softwareselection is also discussed. A secondary purpose of this study is to provide a comprehensivedescription of the seventeen CACG ''stems included in this analysis by identifying state territory,and city-specific availability of occupational information in the CACG systems and by idea 'living thecountry location, geographic data base origin, and language for each system.
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Background
Computer-assisted career guidance (CACG) systems have become one of the most commoncomprehensive counseling and guidance resources.' For the purposes of this paper, a computer-assisted career guidance (CACG) system is defined as
a system of interrelated computer-based components designed to facilitate self-assessment,the generation of occupational and educational alternatives, and the use of occupational,educational, and employment information. Such systems are often coupled with counselinginterventions and various print and media-based support resources, and are used within anorganization to assist individuals in making current career decisions as well as improvingtheir capacity to make effective career decisions in the future (Sampson, 1994a).
An essential element in evaluating the appropriateness of potential systems involves an analysisof data on the effectiveness of CACG systems with different populations using various counselorintervention strategies. The process of completing research and evaluation studies is, however, atime-consuming process. It is not at all unusual to have research appear in the literature on CACGsystem versions that are no longer available. CACG systems are also dynamic, in that revised orentirely new versions of software appear regularly in response to user feedback and theoreticaladvances, as well as innovations in computer software and hardware. (See Reardon, Sampson,Ryan-Jones, Peterson, and Shahnasarian (1988), for a discussion of the comparability of differentversions of a single CACG system]. These two problems, the time lag in publishing research andevaluation studies and the rapid evolution of CACG systems, necessitate a multidimensionalapproach to the software evaluation process.
The use of a differential feature-cost analysis offers a potential solution to the above problems.A differential feature-cost analysis allows the comparison of two or more CACG systems in terms ofthe features available with respect to the costs involved. Gati (1990) stated, "a feature analysis ofthe systems may be used to eliminate a particular system because of the presence (or absence) of acritical undesirable (or necessary) feature" (p. 122). For the purposes of this analysis, featuresinclude 1) system content, 2) user friendliness, and 3) support materials and services available fromthe developer, while costs include: 1) system specific costs, and 2) constant costs that existirrespective of the specific system used. Because this type of analysis is limited to features andcosts, both of which are known at the time software is released, the findings can be made availablein a very timely fashion.
A differential feature-cost analysis is best integrated into the planning phase of theimplementation process within an organization (Sampson, 1984) as follows:
1) Assess current client and organizational needs;
2) Briefly review a differential feature-cost analysis to become familiar with available features;
3) Weigh the importance of various features (Gati, 1990; K rumboltz, 1990; Oliver, 1990) and crossout features that are not relevant in light of client and organizational needs (Oliver, 1990) andcross out features that are constant across systems (all receiving a "yes") (Jepssn, 1990);
1 F. ee Sampson and Reardon (1991) for a general examination of trends and problems associatedwith CACG design and use, and Sampson (1994b) for an exploration of factors that facilitate andinhibit the design and use of CACG systems. Comprehensive recommendations for improving thedesign and use of CACG systems have been proposed for North America (Sampson, Reardon &Lenz, 1991) and for Europe (Banks & Watts, 1990). Bibliographies are available that address CACGgeneral issues (Sampson & Reardon, 1993a) and CACG ethical issues (Sampson, 1993).
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4) Review a differential feature-cost analysis to identify CACG systems that have the potentia' tomeet client needs within the context of the goals, theoretical orientation, staff, and financialresources of the organization;
5) Evaluate the software identified in the previous step in terms of potential effectiveness in meetingcurrent client and organizational needs by having staff actually use the software, reviewingsupport materials from the developer, reviewing documents that describe system use andevaluate system effectiveness, discussing system use with staff ang, clients from otherorganizations, and temporarily using the system with actual clients; and
6) Evaluate the remaining software in terms of costs (Maze, 1985) and available financial resources(Krumboltz, 1990).
"The interaction of CACG system features and costs with varied client populations andorganizational variables, is too complex to allow one "best" system to exist for all situations(Sampson & Reardon, 1990, p. 146). As a result, the task of the practitioner is to ask thequestion: "Given our client population, organizational structure, financial resources, staff (time andskills), and historical/theoretical approach to service delivery, which CACG system provides thefeatures that we need at an acceptable cost, and has been shown to be effective for clients underthese operating conditions?" (Sampson & Reardon, 1990, p. 146).
Purposes of the Study
The primary purpose of this study is to highlight similarities and differences among seventeencomputer-assisted career guidance systems, so that practitioners may make more informeddecisions concerning the adoption of such systems, CACG system developers may moresystematically present information about their software, policy makers may monitor the developingscope of system features and costs, and researchers may more fully describe CACG treatmentinterventions in their studies. The specific CACG systems included in this analysis are: 1) theCareer Information System (University of Oregon, 1993), 2) Career Visions (University ofWisconsin-Madison, 1994), 3) c.hoices (Careerware: ISM Systems Corporation, 1993), 4) ChoicesCT [for Adults in Career Transitions (Careerware: ISM Systems Corporation, 1993)], 5) Choices Jr[for Junior High and Middle Schools (Careerware: ISM Systems Corporation, 1993)1, 6) MODULARC-LECT (Chronicle Guidance Publications, Inc., 1993), 7) C-Lect Jr. (Chronicle GuidancePublications, Inc., 1993), 8) COIN (COIN Educational Products, 1993), 9) COIN Jr [for Junior Highand Middle Schools (COIN Educational Products, 1993)], 10) DISCOVER for Colleges and Adults(American College Testing Program, 1993), 11) DISCOVER for High Schools (American CollegeTesting Program, 1993), 12) DISCOVER for Junior High and Middle Schools (American CollegeTesting Program, 1993), 13) Guidance Information System Version 17 (Riverside PublishingCompany, 1993), 14) GIS II (Guidance Information System) (Riverside Publishing Company, 1993),15) SIGI PLUS (Educational Testing Service, 1993), 16) VISIONS (American College TestingProgram, 1993), and 17) VISIONS PLUS (American College Testing Program, 1993). A secondarypurpose of this study is to provide a more comprehensive description of the seventeen CACGsystems included in this analysis, by identifying state, territory, and city-specific availability ofoccupational information in the CACG systems and by identifying the country location, geographicdata base origin, and language for each system.
2 See Bridges (1987), Forrer (1987), Maze (1984), Maze (1989), Maze and Cummings (1982),National Career Development Association (1991), and Riesenberg (1984) for detailed descriptions ofthe software evaluation process. Also see the Association of Computer-Based Systems of CareerInformation (1992), Caulum and Lambert (1985), American Association for Counseling andDevelopment (1988), the National Career Development Association (1988), the National Board forCertified Counselors (1989), and the American Psychological Association (1986) for nationalstandards on the development and use of CACG systems.
c)
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Methodology
CACG System Selection CriteriaThe following criteria were used in selecting CACG systems for inclusion in this analysis: 1)
Provision of system components that address self-assessment, the generation of occupationalalternatives, and the delivery of occupational information; and 2) Use as a computer-based careerinformation delivery system in more than one state, territory, or city; or 3) Use in more than 500sites in the United States.
Establishment of Features and CostsBloch and Kinnison (1989), Harris-Bowlsbey (1983a; 1983b; 1984; 1985), Heppner and
Johnston (1985), Katz and Shatkin (1983), and McKinley (1984) suggested features which wereused to develop system content criteria. The criteria for user friendliness were taken from theevaluation standard developed by Sampson and James (1984) as well as features described byHeppner and Johnston (1985) and Bloch and Kinnison.(1989). The criteria for support materialsand services available from developers were derived by the authors via discussions with systemdevelopers. Cost criteria were taken from Maze (1985) and discussions with system developers.
This is the fifth edition of CACG system feature-cost analyses completed at Florida StateUniversity. With each subsequent edition, additional CACG systems and features have been added.By adding additional CACG systems, as suggested by Garcia and Plansker (1990), the analysis moreaccurately reflects the current range of career guidance practice. In the process of analyzing eachCACG system for this study, the authors chose to add new features to the analysis, and tosubdivide earlier feature categories to better reflect the contents of the seventeen systems.
ProceduresA eleven member research team was assembled to conduct this analysis. The research team
met to review the previous feature-cost analysis and the purposes of the present research. Eachmember of the research team agreed to be the lead researcher for one or more systems. Each leadresearcher used the features associated with their respective system(s) and reviewed supportmaterials available from the CACG system developer(s). Telephone contacts were used to clarifyspecific questions related to features. The research team then met as a group several times todiscuss common criteria for features and to suggest the addition of new features or the deletion ofprevious features. In situations where different terminology was used by developers to representsimilar features, a "/" mark was used to combine terms, e.g., work tasks/activities. After datacollection was completed, a second researcher independently verified the accuracy of the datarecorded by the lead researcher. After all feature tables were complete, one researcher compiledcost data from telephone contacts with developers or their representatives. A draft of the reportwas then sent to the developers of each system to identify factual en ors and discuss the criteria forreceiving a "yes" or "no" for specific features in question. Factual errors were then corrected anddeveloper comments were taken into consideration by the authors in completing the analysis. Theauthors assume responsibility for the quality of the analysis and related interpretations that areincluded in this study.
LimitationsWhile every attempt has been made to be accurate, the reader should be aware of the inherent
limitations of any methodology. First, the following analysis does not examine the effectiveness ordesirability of the features identified for the seventeen systems. In considering affectiveness,Jepsen (1990) stated:
The vast amount of information included in the findings [3rd Edition of this feature -cost-analysis] required some simplification. But the mere presence of a feature as part of anycomplex system does not assure its effectiveness. By analogy one would not always buythe auto with the most "whistles and bells" rather than the one where the whistles actuallymade a difference, as the warning devices telling the operator that the door is ajar or the
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signal that your turning light is flashing. Many competing sounds are a nuisance rather thana help. Likewise, too many CACG features are not necessarily a sign of system strength (p.130).
Krumboltz (1990) noted a similar caution when he stated:
For example, it is reported that there are videotapes for counselor training available in fiveout the nine systems under review [3rd Edition of this feature-cost-analysis). A mechanicaluse of these guidelines would give an equal weight to each of the five programs for havingsuch a videotape. However, some of these videotapes must be superior to others in theircreative artistry, their ability to communicate effectively and their ability to maintain viewerinterest. The existence of a videotape could be an advantage or a disadvantage dependingon the quality of the tape itself. Similarly, each of the other features might be executed todifferent standards of excellence (p. 134).
With respect to desirability, Gati (1990) cautions that CACG features initially perceived as desirablemay actually, upon more critical reflection, be judged as unnecessary or detrimental in relation togood career guidance practice. In view of the variability in both the effectiveness and desirability ofvarious features, the reader is strongly encouraged to examine the CACG research and evaluationliterature to ascertain the relative merit of these features. In order to help individuals locateappropriate literature on system design and performance, system developers often provide system-specific bibliographies upon request. Additional system-specific bibliographies are available asfollows: Choices (Sampson & Reardon, 1993b), DISCOVER (Sampson & Reardon, 1993c), and SIGIPLUS (Sampson & Reardon, 1993d).
A second limitation involves the use of a "checklist" approach in presenting the data. In aneffort to present feature data in a succinct manner, a dichotomous yes - no "checklist" comparisonof systems was used, i.e. "Feature X: Does System A have it? Does System B?" This approacheffectively simplified a massive amount of data. However, potential problems occur when thismethodology oversimplifies and obscures reality. Certain features cannot be adequately explainedby this "yes" - "no" analysis. For example, the checklist indicates that System A handles"understanding life-career roles" and System B does not, while System B handles "issues related tochild care" but System A does not. These statements may be true, but not fully informative. Thereal point in these examples is that where System A concentrates more on general concepts,System B offers more specific information on coping with new life-career roles. The decision as towhich approach is "best" depends on typical client needs in a particular setting as well as thetheoretical orientation and assumptions of staff members.
Also related to the limitation of using a "checklist" approach, the awarding of a "no" for anygiven system feature is not necessarily "bad" and the awarding of a "yes" for any given systemfeature is not necessarily "good." In some cases a "no" may not indicate the lack of a relevantsystem feature. For example, if a system is not designed to use function keys, then a "yes" forhaving an introductory orientation to function keys is irrelevant. Conversely, a "yes" may notindicate the presence of a relevant system feature. For example, if the system uses a conceptualschema for organizing the world-of-work that a professional views as inappropriate, then a "yes" forthis system feature is irrelevant.
Oliver (1990) noted that the checklist approach taken in this feature-cost analysis, "is a tool tobe used in evaluating a CACG system for a specific population. Totaling the "yes" and "no" itemsdoes not constitute an evaluation in and of itself" (p. 139). Therefore, this comparative analysis isnot a "score sheet," but a preliminary guide for further detailed consideration about whether a
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particular feature is important for a given clientele. is hoped that although this method may blur afew trees, it can provide a useful map of the forest.'
Results
The original feature-cost analysis of SIGI PLUS and DISCOVER for Adult Learners (Sampson,Peterson, Domkowski & Reardon, 1986) had 137 feature items. The first (Sampson, Peterson,Reardon, Evans, & Domkowski, 1939), second (Sampson et al., 1989), third (Sampson et al.,1990), and fourth (Sampson et al., 1993) editions of subsequent feature-cost analyses had 353,424, and 647 items, respectively, while the present analysis includes 540 items for the highschool/college and adult systems and 162 items for the junior high/middle school systems. Notonly have developers of CACG systems added features, but the inclusion of additional systems withdistinct features in the analysis has also dramatically increased the number of features used in thisreview.
The results of the analysis are provided in a series of Tables. Tables 1 through 4 provide dataon 12 CACG systems used in high school, college, employment service, vocational-technical school,library, rehabilitation, correctional, and military settings: Table 1 includes system content; Table 2includes user friendliness; Table 3 includes support materials and services available from thedeveloper; and Table 4 includes costs. Tables 5 through 8 provide a similar sequence of data on 5CACG systems used in junior high/middle school settings. Table 9 identifies state, territory, andcity-specific availability of occupational information in the CACG systems, including officialgovernmental designation as a computer-based career information delivery system (CIDS).4 Table10 identifies the country location, geographic data base origin, and language for the CACG systemsincluded in this report. Table 11 provides the addresses and phone numbers of CACG systemdevelopers to assist the reader in continuing the evaluation process.
Discussion
In drawing conclusions from Tables 1 through 8, it is important to consider the followingcaveats. First, CACG system features vary considerably in perceived importance amongpractitioners, CACG system developers, policy makers, and researchers. The capacity to identifyoccupational alternatives by different key variables, the inclusion of different categories ofoccupational and educational information, or the inclusion of an integrated decision-making processthat guides an individual's use of the system, could each be valued very differently amongprofessionals. Second, CACG system costs vary considerably according to base price and pricingstructure. Variations in discounts for leasing more than one copy of the software, discounts for
3 For further discussion of methodological issues, see Garcia and Plansker (1990), Gati (1990),Jepsen (1990), Krumboltz (1990), and Oliver (1990) for critical reviews of the third edition of thisfeature-cost analysis (Sampson, Reardon, Humphreys, Peterson, Evans, & Domkowski. 1990) andSampson and Reardon (1990b) for a rejoinder and a discussion of implications for practitioners,researchers, CACG system developers, and public policy makers. While acknowledging the value ofadding more qualitative, outcome-oriented judgments to increase the utility of this analysis forsoftware selection, such an effort is beyond the practical scope and resources available for thisstudy. The present analysis is intended to provide a foundation for subsequent, morecomprehensive evaluations of CACG systems.4 Lester and 011is (1988) defined CIDS as, "computer-based resources that provide information onoccupations and related education and training opportunities" (p. 205). Hopkins, Kinnison,Morgenthau, and 011is (1992) stated that CIDS, "provide useful information for people who areexploring, planning, or making decisions about careers. CIDS contain national, state, and localinformation about occupations, educational and training institutions and programs, and relatedsubjects. . . . Most of these systems are computer-based, but other media are also used to provideinformation. Tabloid newspapers and telephone hotlines, for example, can reach people in areaswithout access to computerized systems" (p. 1).
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multi-year leases, the option for using software on multiple compute :3 at one institution at noadditional cost, multiple institution software discounts, state-wide software discounts, and unitcosts of nonconsumable and consumable support materials may have considerable impact on theultimate costs over time. Decisions regarding CACG system adoption should be based on a carefulanalysis of the interaction of features, costs, and the context for implementation of the system.The context for implementation could include the mission of the organization, theoreticalassumptions of counseling and guidance, staff competencies, and the size of the organization. Thefindings of this report can be a starting point for making decisions about CACG adoption.
As shown in Table 9, ten of the seventeen CACG systems examined in this study providestate-specific occupational information. In many cases, State Occupational InformationCoordinating Committees (SOICCs) have recognized the efforts of a CACG system developer toprovide state-specific information by designating a CACG system as the official CIDS for that state(or territory/city). Even when a SOICC has recognized one system, in some cases other CACGsystem developers have still made the effort to provide state-specific information. It appears thatseveral CACG system developers have made a strong commitment to providing state-specificinformation in a variety of states.
Table 10 indicates that the use of the seventeen CACG systems included in this analysis isbeginning to spread beyond the original countries of origin. It would appear that CACG systems aregradually becoming an international resource for the delivery of career guidance services. Theinternational availability of CACG systems and CACG system data bases has the potential to furtherencourage the development of a global economy by facilitating the education, training, andemployment of individuals across national borders.
Conclusion
Hopefully, by making it easier to examine the features and costs of CACG systems,professionals will be both better motivated and more capable of dealing with the complex evaluativeconsiderations that undergird the selection of CACG systems for specific purposes and settings.The ultimate effectiveness of this feature-cost analysis, therefore, can be measured by thewillingness of professionals to commit the time and energy to move beyond basic surface-levelevaluations to more theory-based, context-specific, comprehensive evaluations of CACG systemperformance. The ultimate beneficiaries of such an effort would be the millions of adolescents andadults who seek assistance each year in making career choices (Sampson & Reardon, 1990,.
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American Psychological Association. (1986). Guidelines for computer-based tests andinterpretations. Washington, DC: Author.
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Harris-Bowlsbey, J. (1985). Systematic career guidance and computer-based systems. In Z. B.Leibowitz, &I-1: D. Lea (Eds.), Adult career development: Concepts, issues and practices (pp.95-107). Alexandria, VA: American Association for Counseling and Development.
Heppner, M. J., & Johnston, J. A. (1985). Computerized career guidance and information systems:Guidelines for selection. Journal of College Student Personnel, 2_,Q, 156-163.
Hopkins, V., Kinnison, J., Morgenthau, E., & 01 lis, H. (1992). Career information deliver systems:A summary status report (NOICC Occasional paper No. 4). Washington, D.C.: NationalOccupational Information Coordinating Committee.
Jepsen, D. A. (1990). A useful but limited consumer's guide. Journal of Career Development 17,129-132.
Katz, M. R., & Shatkin, L. (1983). Characteristics of computer-assisted guidance. The CounselingPsychologist, 11(4), 15-31.
Krumboltz, J. D. (1990). Evaluating computer-assisted career guidance programs. Journal of CareerDevelopment, 17, 133-136.
Lester, J. N., & 011is, H. T. (1988). Future challenges to career information providers: A NOICCperspective. Journal of Career Development, 14, 205-215.
Maze, M. (1984). How to select a computerized guidance system. Journal of Counseling andDevelopme,,, 52, 158-161.
Maze, M. (1985). How much should a computerized guidance program cost? Journal of CareerDevelopment, 12, 157-160.
Maze, M. (1989). How to evaluate and select software. In G. R. Walz, J. C. Breuer, & M. Maze(Eds.), cs n elin softwaruityA$]gsi:Aresorcefoifidanceandhilmfin developmentprofessions (pp. 5-7). Alexandria, VA: American Association of Counseling and Development.
Maze, M., & Cummings, R. (1982). How to select a computer-assisted carrier guidance system.Madison, WI: University of Wisconsin, Wisconsin Vocational Studies Csilter.
McKinley, B. (1984). Standards of quality in systems of career ;riformation. Journal of Counselingand Development, 63, 149-152.
National Board for Certified Counselors. (1989). Code of Ethics. Alexandria, VA: Author.
National Career Development Association. (1988). Ethical standards. In The professional practice ofcareer counseling and consultation: A resource documnt (pp. 11-17). Alexandria, VA: Author.
National Career Development Association. (1991). Career software review guidelines. Alexandria,VA: Author.
1. "
10
Oliver, L. W. (1990). Evaluating computer-assisted career guidance systems: A critique of thedifferential feature-cost approach. Journal of Career Development 17, 137-141.
Reardon, R. C., Sampson, J. P., Jr., Ryan-Jones, R. E., Peterson, G. W., & Shahnasarian, M.(1988). A comparative analysis of the impact of two generations of a computer-assisted careerguidance system SIGI and SIGI PLUS (Technical Report No. 7). Tallahassee, FL: Florida StateUniversity, Center for the Study of Technology in Counseling and Career Development.
Riesenberg, B. (1984). Considerations in the selection of a computerized guidance system. In C. S.Johnson (Ed.), Microcomputers and the school counselor (pp. 17-29). Alexandria, VA:American School Counselor Association.
Riverside Publishing Company. (1993). GUIDANCE INFORMATION SYSTEM Version 17 [Computerprogram]. Cambridge, MA: Author.
Riverside Publishing Company. (1993). GIS II (GUIDANCE INFORMATION SYSTEM) [Computerprogram]. Cambridge, MA: Author.
Sampson, J. P., Jr. (1984). Maximizing the effectiveness of computer applications in counselingand human development: The role of research and implementation strategies. Journal ofCounseling and Development, .51, 187-191.
Sampson, J. P., Jr. (1993). Ethical issues bibliography. Tallahassee, FL: Florida State University,Center for the Study of Technology in Counseling and Career Development. (ERIC DocumentReproduction Service No. ED 363 820)
Sampson, J. P., Jr. (1994a). Effective computer-assisted career guidance: Occasional paper number2. Tallahassee, FL: Florida State University, Center for the Study of Technology in Counselingand Career Development.
Sampson, J. P., Jr. (1994b). Factors influencing the effective use of computer-assisted careersguidance: The North American experience. British Journal of Guidance & Counseling, 22, 91-106.
Sampson, J. P., Jr., & James, J. E. (1984). Human factors evaluation standard. Unpublishedmanuscript, Florida State University, Clearinghouse for Computer-Assisted Guidance Systems,Tallahassee, FL.
Sampson, J. P., Jr., Peterson, G. W., Domkowski, D., & Reardon, R. C. (1986). A differentialfeature-cost analysis of DISCOVER for Adult Learners and SIGI PLUS (Technical Report No. 4).Tallahassee, FL: Florida State University, Clearinghouse for Computer-Assisted GuidanceSystems. (ERIC Document Reproduction Service No. ED 272 679)
Sampson, J. P., Jr., Peterson, G. W., Reardon, R. C., Evans, M. A., & Domkowski, D. (1989). Adifferential feature-cost analysis of two computer-assisted career guidance systems (technicalreport NO. 10). Tallahassee, FL: Florida State University, Center for the Study of Technology inCounseling and Career Development.
Sampson, J. P., Jr., & Reardon, R. C. (1990). Evaluating computer-assisted career guidancesystems: Synthesis and implications. Journal of Career Development, 17, 143-149.
Sampson, J. P., Jr., & Reardon, R. C. (1991). Current developments in computer-assisted careersguidance in the USA. British Journal of Guidance & Counseling, 19, 113-128.
13
11
Sampson, J. P., Jr., & Reardon, R. C. (1993a). general issues bibliography. Tallahassee, FL: FloridaState University, Center for the Study of Technology in Counseling and Career Development. (Aprevious version is available via the ERIC Document Reproduction Service No. ED 363 822)
Sampson, J. P., Jr., & Reardon, R. C. (1993b). Choices bibliography. Tallahassee, FL: Florida StateUniversity, Center for the Study of Technology in Counseling and Career Development. (ERICDocument Reproduction Service No. ED 363 819)
Sampson, J. P., Jr., & Reardon. R. C. (1993c). DISCOVER bibliography. Tallahassee, FL: Florida StateUniversity, Center for the Study of Technology in Counseling and Career Development. (ERICDocument Reproduction Service No. ED 363 821)
Sampson, J. P., Jr., & Reardon, R. C. (1993d). SIGI PLUS and SIGI bibliography. Tallahassee, FL:Florida State University, Center for the Study of Technology in Counseling and CareerDevelopment. (ERIC Document Reproduction Service No. ED 363 823)
Sampson, J. P., Jr., Reardon, R. C., Humphreys, J. K., Peterson, G. W., Evans, M. P.., &Domkowski, D. (1989). A differential feature-cost analysis of eight computer-assisted careerguidance systems (technical report No. 10) (2nd Ed). Tallahassee, FL: Florida State University,Center for the Study of Technology in Counseling and Career Development.
Sampson, J. P., Jr., Reardon, R. C., Humphreys, J. K., Peterson, G. W., Evans, M. A., &Domkowski, D. (1990). A differential feature-cost analysis of nine computer-assisted careerguidance systems (3rd. Ed.). Journal of Career Development, 17, 81-111.
Sampson, J. P., Jr., Reardon, R. C., & Lenz, J. G. (1991). Computer-assisted career guidancesystems: Improving the design and use of systems. Journal of Career Development, 17, 185-194.
Sampson, J. P., Jr., Reardon, R. C., Wilde, C. K., Norris, D. S., Peterson, G. W., Strausberger, S.J., Garis, J. W., Lenz, J. G., and Saunders, D. E. (1993). A differential feature-cost analysis offifteen computer-assisted career guidance systems (technical report No. 10) (4th Ed.).Tallahassee, FL: Florida State University, Center for the Study of Technology in Counseling andCareer Development. (ERIC Document Reproduction Service No. ED 363 825)
University of Oregon. (1993). Career Information System [Computer program]. Eugene, OR:National Career Information System.
University of Wisconsin-Madison. (1994). Career Visions [Computer program]. Madison, WI: Centeron Education and Work.
14
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
Intr
oduc
tion
Ass
essm
ent
CV
CH
CH
CT
CLE
CT
CO
IN ,D
CA
.DH
S,G
1S17
GIS
11
'SP
4-
VIS
...
.
es_
...
Ove
rvie
w o
f sys
tem
con
tent
(1)
yes
noye
sye
sye
sye
s;y
esye
sno
yes
yes
Exp
licit
reco
mm
ende
d pa
thw
ay fo
r us
e of
the
syst
em
base
d on
use
r ch
arac
teris
tics
(3)
nono
no.n
o.n
ono
yes
...ye
sye
s (a
)no
yes
no
..
..
Rea
dine
ss fo
r -a
reer
cho
ice
nono
nono
nono
.yes
.yes
nono
nono
Cla
rify
life-
care
er r
oles
nono
nono
no:n
o;y
es;n
o.n
o'.n
ono
no
Cla
rify
life
tran
sitio
nsno
noop
nono
noye
sno
nono
.r,o
:no
Val
ues
clar
ifica
tion
exer
cise
(5)
nono
nono
nono
:yes
,yes
;no
no;y
esno
Cap
acity
to c
ompl
ete
pape
r-an
d-pe
ncil
vers
ion
of o
n-lin
e as
sess
men
t prio
r to
com
pute
rus
es'
.ye
sye
sye
sye
sye
sye
sye
sye
sye
sye
sno
;yes
Sta
ndar
dize
d te
sts
adm
inis
tere
d on
-line
(7)
..
..
Car
eer
Are
a In
tere
st C
heck
list
no.n
o.y
esye
srn
ono
no.n
o:n
ono
.no
:no
Har
ringt
on-O
'She
a C
aree
r D
ecis
ion-
Mak
ing
nono
no:n
ono
.no
nono
yes
yes
nono
Tem
pera
men
t Sur
vey
nono
nono
yes
:no
nono
nono
no.n
o
UN
IAC
T In
tere
st In
vent
ory
nono
nono
nono
yes
yes
ino
nono
f no
Cap
acity
to in
put s
core
s fr
om p
aper
-and
-pen
cil
adm
inis
trat
ion
of s
tand
ardi
zed
inst
rum
ents
(8)
..
..
..
AC
T A
sses
smen
t Pro
gram
(C
PP
)no
nono
nono
noye
sye
sno
nono
:yes
AS
SE
Tno
nono
nono
no.y
esye
sno
no.n
o,y
es
AS
VA
Bye
s.y
es:y
es:y
es.y
es.y
esye
s:y
es;n
ono
no,y
es
Car
eer
Are
a In
tere
st C
heck
list
nono
yes
yes
nono
nono
nono
nono
Car
eer
Ass
essm
ent I
nven
tory
yes
yes
nono
nono
yes
,yes
yes
yes
no:y
es
CA
PS
nono
nono
noye
sye
sye
sno
nono
:yes
CO
PS
noye
sno
nono
yes
yes
::yes
nono
no:y
es
Diff
eren
tial A
ptitu
de T
ests
.yes
nono
nono
noye
sye
sno
nono
:yes
GA
TI3
yes
yes
yes
;yes
yes
.yes
nono
nono
no:n
o
Har
ringt
on-O
'She
a C
DM
nono
nono
nono
yes
.yes
yes
yes
noye
s
IDE
AS
noye
sno
nono
nono
'no
nono
nono
Kud
er G
ISno
,no
nono
nono
.yes
;yes
nono
noye
s
OV
IS II
/EX
PLO
RE
noye
sno
nono
noye
s,y
es:n
ono
no _
Its_
Pag
e 12
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
CV
CH
CH
CT
CLE
CT
CO
IND
CA
DH
SG
IS17
GIS
IIS
PV
IS
PLA
Nno
nono
nono
yes
yes
nono
noye
s__
...
_.
Sel
f-D
escr
iptio
n In
vent
ory
noye
sno
nono
nono
nono
nono
no
self-
Dire
cted
Sea
rch
yes
yes
nono
yes
yes
yes
yes
yes
yes
noye
s.
_.
Str
ong
Inte
rest
Inve
ntor
yye
sye
sno
noye
sno
yes
yes
yes
yes
noye
s. _
._...
.....
.
UN
IAC
T In
tere
st In
vent
ory
nono
nono
nono
.yes
yes
no.n
ono
yes
....
_...
Voc
atio
nal P
refe
renc
e In
vent
ory
noye
sno
nono
nono
nono
nono
no.
_
Wis
cons
in S
tude
nt A
sses
smen
tno
yes
nono
nono
nono
nono
nono
._.
.._
Cap
acity
to d
eact
ivat
e as
sess
men
tfun
ctio
ns a
s pa
rt
of th
e so
ftwar
e co
nfig
urat
ion
proc
ess
nono
yes
yes
yes
nono
nono
noye
sno
Iden
tifyi
ng O
ccup
atio
nal A
ltern
ativ
es
Cap
acity
to s
elec
t spe
cific
var
iabl
esfo
r id
entif
ying
occu
patio
nal a
ltern
ativ
es.
abili
ties/
skill
s/ac
tiviti
esye
sye
sye
sye
s
aptit
udes
yes
yes
,yes
.yes
AS
VA
B o
ccup
atio
n co
mpo
site
yes
noye
sye
s
base
occ
upat
ion
nono
yos
yes
bran
ches
of m
ilita
ryno
yes
nono
CO
PS
/CA
PS
clu
ster
sno
nono
no
cred
entia
ls.n
oye
sno
.no
educ
atio
n/tr
aini
ngye
s_y
esye
sye
s
empl
oym
ent o
utlo
okno
yes
yes
yes
GO
E(1
1) n
umbe
rs/a
reas
noyes
yes
yes
Hol
land
cod
es/s
core
s/ty
pes
noye
sye
s.y
es
inte
rest
s/fie
lds
of k
now
ledg
eye
sye
sno
no
indu
stry
noye
sye
sye
s
loca
tion
(urb
an/r
ural
)ye
sye
sno
no
mili
tary
gen
der
rest
rictio
nsno
.no
,no
no
mili
tary
wor
k ta
sks
nono
nono
offic
er/e
nlis
ted
stat
usno
.yes
nono
phys
ical
dem
ands
/dan
ger
(spe
cific
)no
yes
yes
yes
prim
ary
phys
ical
act
iviti
es (
gene
ral)
yes
yes
yes
yes
prog
ram
s of
stu
dy/m
ajor
sno
yes
yes
yes
sala
ryye
sie
sye
sye
s
I-'
Pag
e 13
..
.
nono
yes
yes
yes
nono
.yes
yes
.yes
..
.
yes
yes
yes
yes
yes
.._no
no...
_nono
yes
no..
.noye
sye
s,y
esno
yes
:yes
yes
'no
.no
. _no
no,
..nono
yes
.yes
yes
yes
yes
nono
yes
yes
yes
(9)
yes
nono
noye
s
yes
yes
yes
yes
yes
yes
yes
yes
yes
:yes
no.y
esno
noye
sno
nono
nono
.no
,no
.no
noye
sno
nono
nono
nono
yes
:yes
,yes
yes
yes
yes
yes
yes
yes
yes
nono
no
noye
sye
sye
sno
noye
sye
s__
yes
es
BE
ST C
OPY
AV
AIL
AB
LE
.. yes
yes
yes
yes
.no
..,ye
sye
s,y
esye
sno
...no
_..
yes
noye
sno
..
__.
_.
noye
s.no
. _...
....
nono
,yes
yes
..
yes
(10)
:yes
yes
yes
nono
yes
noye
sye
sye
s,y
esye
sno
i no
nono
no
.yes
:no
,no
nono
no
yes
no,y
esye
sye
s:y
esno
nono
noye
sye
s
18
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
SO
C fi
elds
of w
ork
tem
pera
men
tsva
lues
wor
king
con
ditio
ns/h
ours
/trav
elC
apac
ity to
sor
t occ
upat
iona
l lis
t by
vario
usch
arac
teris
tics
Cap
acity
to id
entif
y th
e nu
mbe
r of
occ
upat
ions
rem
aini
ng a
fter
ente
ring
a se
arch
var
iabl
eC
apac
ity to
sel
ect f
acto
rs th
e us
er w
ishe
s to
avo
id in
iden
tifyi
ng o
ccup
atio
nal a
ltern
ativ
esC
apac
ity to
det
erm
ine
why
a p
artic
ular
occ
upat
ion
does
not
app
ear
on th
e us
ers
list
Cap
acity
to li
st a
ll re
ject
ed o
ccup
atio
nsC
apac
ity to
list
occ
upat
ions
just
lost
in s
earc
hing
ryC
apac
ity to
req
uest
a s
umm
ary
of s
earc
h va
riabl
esC
apac
ity to
con
duct
mul
tiple
sea
rche
s in
sin
gle
orm
ultip
le fi
les
Cap
acity
to d
eact
ivat
e on
e or
mor
e se
arch
func
tions
as p
art o
f the
sof
twar
e co
nfig
urat
ion
proc
ess
Cro
ssw
alk
avai
labl
e fr
om s
earc
h to
occ
upat
iona
lin
form
atio
n
Obt
aini
ng O
ccup
atio
nal I
nfor
mat
ion
CIS
CV
CH
CH
CT
CLE
CT
CO
IND
CA
DH
S,G
IS17
GIS
II'S
PV
IS
noye
sye
sno
nono
noye
s,y
esno
no
yes
.yes ye
s_
yes
:yes
_yes
_no
no ..no
yes
:yes
no
.yes
nono
nono
no%
les
yes
yes
yes
:yes
;no
yes
yes
.yes
esye
sye
s.y
esye
ses
,yes
"2)
yes
no.y
es:y
es,y
esno
yes
.yes
.yes
:no
nono
yes
.yes
yes
.yes
yes
yes
yes
yes
:yes
yes_
:yes
_.y
es
yes
yes
yes
.yes
yes
yes
nono
yes
yes
yes
no
yes
noye
sno
noye
sye
sye
s:y
es
noye
sye
s.y
es yes
nono
nono
no.y
es:n
o.y
es no.n
o
noye
sye
sye
sno
nono
nono
nono
.yes no
yes
no
yes
no
yes
no
yes
no
yes
no
no no
no no
no yes
,no no yez
yes
no
no no
.yes
noye
sye
sye
sye
s.y
esye
sye
sye
sye
sye
s.
noye
sye
s.y
esye
sye
sye
sye
s,y
es:y
esno
yes
Cap
acity
to c
ompa
re tw
o oc
cupa
tions
on
one
disp
lay/
prin
tout
no.y
es.y
esye
sno
yes
yes
yes
nono
.yes
no
Cap
acity
to a
cces
s oc
cupa
tiona
l titl
es a
lpha
betic
ally
with
out i
nput
ting
code
num
bers
noye
s.y
esye
sye
sye
sye
sye
sye
s.y
esye
sye
s
Cro
ssw
alk
avai
labl
e di
rect
ly fr
om th
e oc
cupa
tiona
lfil
e to
oth
er in
form
atio
n fil
esye
sye
sye
s "3
jye
sye
sye
sno
no.y
esye
sno
no
Cap
acity
to p
rovi
de a
sum
mar
y of
occ
upat
iona
lin
form
atio
n in
add
ition
to d
etai
led
cate
goric
alin
form
atio
nno
noye
sye
sye
sye
sye
sye
sye
sye
sno
.yes
Mul
tiple
sou
rces
use
d to
dev
elop
occ
upat
iona
lin
form
atio
nye
sye
sye
s,y
esye
sye
sye
sye
s'y
esye
sye
sye
s
1 9
Pag
e 14
I j
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
CV
.CH
CH
CT
CLE
CT
'CO
IN:D
CA
:DH
S.G
IS17
:GIS
11
:SP
.VIS
Cyc
le fo
r up
datin
g of
sal
ary
& e
mpl
oym
ent o
utlo
okda
ta (
in m
onth
s)12
Cyc
le fo
r up
datin
g al
l oth
er o
ccup
atio
nal i
nfor
mat
ion
(in m
onth
s)12
Info
rmat
ion
prov
ided
:r;
:,teg
oric
al in
form
atio
nC
hron
icle
Brie
f num
ber
.no
CiP
(17)
cod
eno
_.:
DO
T n
umbe
r/ca
tego
ry'y
esG
OE
(18)
num
ber/
cate
gory
no
Hol
land
Cod
e/T
ype
no
OE
S° 8
) nu
mbe
r:n
oS
IC(2
0)co
deno
SO
C n
umbe
r/fie
lds
of w
ork
:no
Wor
ker-
Tra
it G
roup
no
Wor
ld-o
f-W
ork
map
affi
liatio
nno
US
OE
clu
ster
sno
aptit
udes
req
uire
dye
sca
reer
ladd
erno
defin
ition
/des
crip
tion
of o
ccup
atio
n;y
esed
ucat
iona
l req
uire
men
tsye
s
empl
oym
ent o
utlo
ok:y
esfr
inge
ben
efits
no
gene
ric s
kills
req
uire
d in
man
agem
ent
no
hirin
g pr
actic
esye
sin
tere
st fi
elds
/like
s-di
slik
esno
Mili
tary
Info
rmat
ion
alte
rnat
ive
job
title
sye
s
educ
atio
n/tr
aini
r,g
.yes
empl
oym
ent a
nd p
rom
otio
ns;y
esge
nera
l inf
orm
atio
n on
siz
e &
org
aniz
atio
n,lo
catio
n, w
orki
ng fo
r th
e m
ilita
ry, e
cono
mic
situ
atio
n&
out
look
yes
hirin
g pr
actic
esye
s
job
desc
riptio
nsye
s
.0 :;
-,4,
it
12 .36 no :no yes
:yes ye
sno no :y
es no no :yes
:yes
.yes
:yes
:yes ye
sye
sno ye
sye
s
yes
:yes
.yes
:yes no ye
s
1212
1212
nono
-.-
_yes
:yes
yes
yes
;yes
_;ye
s
,yes
yes
:yes
yes
.yes
yes
:yes
i yes
yes
:yes
no!n
ono
no
yes
:yes
no_n
o
;yes
_:y
es:y
esye
s;y
esye
s
;no
no
;no
:no
nono
yes
:yes
yes
(21)
:yes
:yes
:yes
yes
yes
nono
yes
yes
yes
,yes
12 12 :yes
.no
:yes
:yes ye
s
,no no ;yes no :no no ,yes
:no
:yes yes
;yes
I no
.no
no...
. ;yes no no no :no no no
;12
.12
-1-
-;n
o..
:._
:no
.... :y
es:n
o:y
es yes
yes
:yes
'no
,no
;no
yes
,yes
;yes
'
yes
;yes ye
s:n
o yes
.yes
!yes
:yes
;yes
;yes no ye
s
12 :36
(14)
. ;no
_., :n
o
'yes
;yes no
-
no no ;yes
' no
;yes
!no
i yes
:yes
:yes yes
,yes
'no
;no no yes
:yes ye
s
:no no :no
yes
!12
,12
'36
(15)
,24
__.:
.
no;n
o,
---
- -
-.n
o-n
o--
-,--
I
yes
:yes
;
;yes
yes
-,
nono
;no
:yes
no.n
o,-
-
i yes
no--
-:-
-:n
ono
:yes
:no
no;y
es;y
esye
s
i yes
yes
!yes
!yes
;yes
;yes
:yes
!ye3
,
nono
nono
;no
no
,yes
:yes
:yes
,yes
;yes
:yes
,no
:yes
noye
s;n
oye
sye
s:y
es
12 :24
---;
-
no no
-ye
s,
-
__ye
s_no
.-,
.
i yes
:no ye
sno 'no
;yes ye
s
;yes
.
i yes
'yes
;no no no ye
s
:yes
;yes
;yes
;yes
:yes
;yes
:12
..- 1
2
;no no no
- --
- J no no
...
;no
no !:no
---
:no
no1 : n
o
;no
no n
o
,;yes
...
:yes ye
sI
no ,._ :yes no ;yes
;no no :no
,no no -no
'12
;36
(16)
.
no nt.
yes
:yes
;no
in0 no 'yes
!no
, yes
no :yes
.:yes
:yes
:yes
!no no no :yes ye
sye
s
:no no :no
yes
Pag
e 15
tie
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
CH
CT
; C
LEC
T ;
CO
INiD
CA
i DH
SG
1S17
GIS
11
iSP
:VIS
mili
tary
occ
upat
iona
l spe
cial
ties
phys
ical
dem
ands
pros
and
con
sre
late
d ci
vilia
nre
late
d tr
aini
ngse
rvic
e br
anch
esS
OC
num
ber
wag
es/s
alar
yw
here
to fi
nd m
ore
info
rmat
ion
wor
k se
tting
Nec
essa
ry to
ols
& e
quip
men
tot
her
requ
irem
ents
:
expe
rienc
e/lic
ensi
ng/c
ertif
icat
ion
pers
onal
qua
litie
s/te
mpe
ram
ents
pers
onal
val
ues
(e.g
., co
ntrib
utio
n to
soci
ety,
lead
ersh
ip, p
rest
ige
leve
l,lei
sure
,in
depe
nden
ce, v
arie
ty, e
tc.)
phys
ical
dem
ands
pros
and
con
spr
omot
ion/
adva
ncem
ent o
ppor
tuni
ties
rela
ted
info
rmat
ion
appr
entic
eshi
p pr
ogra
ms
educ
atio
nal p
rogr
ams
mili
tary
occ
upat
ions
occu
patio
ns/s
peci
altie
sre
quire
d co
llege
cou
rses
/pro
gram
s of
stu
dyP
alar
yav
erag
e in
com
ebe
ginn
ing
inco
me
rang
eto
p ea
rnin
g po
ssib
ilit
s
secu
rity
skill
s re
quire
dsu
gges
ted
high
sch
ool c
ours
estr
aini
ng p
athw
ays/
spec
ific
occu
patio
nalt
rain
ing
:yes ye
s.n
o
yes
yes
:yes no ;yes no ye
sye
s
yes
:yes no ye
s. n
o.. no
.
yes
yes
.yes ye
sye
s
no yes
yes
yes
no ;yes ye
sno
yes
'no
,yes
:yes no ;yes no ;yes
;
yes
!yes no ;yes
:no
'no yes
,
yes
.: ye
s
yes
yes
:yes ye
s
:yes no ye
sye
sno no ye
sye
sye
s
yes
yes
no-
---
;yes
;yes
;yes ye
s:y
es:y
es. ye
s
,Yes
.no
;yes ye
s
;no yes
:no no no ,yes
:yes yes
no ;no
:yes ye
s
:yes no yes
yes
:yes
;yes
;yes
:no yes
yes
:yes
:
9s
:yes
] yes
:yes
,no
:yes
:yes
:no
:yes no no .. no !yes
;yes ye
sno no ye
syes
- :yes no ye
s
:yes ye
s
'no
!yes
.no
;yes
:no
'no
:no
;yes
noye
sno
yes
:ne
!no
!no
nono
!yes
,no
yes
yes
;yes
yes
yes
:yes
;yes
_
,yes
no
yes
:yes
i yes
no :--
noye
s.
...
lyes
..ye
s:y
esye
s(2
2)1
yes
yes
;yes
yes
:yes
yes
:no
yes
;yes
;yes
;yes
Oyes
:yes
yes
noye
s;y
es,y
esno
yes
'23'
;yes
yes
!yes
I no
no :yes
:yes
:yes
:no :n
ono :y
es;y
es
:yes
:yes
'no
:yes
:y e
s
yes
yes
;yes
:yes
;yes
:yes
, :yes ye
s;y
es;y
es;y
es;y
es no yes
yes
!no
:no
;yes
;yes
;yes no no no ,yes
;yes
.yes
:yes
:no
;yes
'yes
'y yes
,yes yes
yes
yes
yes
yes
!yes
.yes
:yes
,
;yes
;yes no .yes
;yes
;yes
--,-
;yes
lyes
nono
,yes
;yes
,yes
i yes
;yes
:yes
;yes
yes
I no
.no
nono
;yes
;yes
;yes
...i y
es_
,
yes.
,,y
esye
s.,y
es
1no
no
;yes
__y
es:
:no
no--
i-
yes
yes
.no
no. ;y
es!y
es.
-
1
-'
.yes
yes
;yes
ies
i yes
;yes
, yes
;yes
;yes
:yes
nono
nono
yes
;yes
yes
:yes
:yes
yes
;yes
'yes
no ; :no
no no i no
Ino
:no
.
no no no_
;yes
.yes ye
sno ;yes
j yes
...
;yes ye
s:n
o no
_;ye
s
: ;yes
:yes
;yes
:yes
;yes
;yes no yes
i yes
!no
;no
-,-
-:y
es.
; yes
_i y
es;n
o no
; !no
;no
;yes
;yes
._
yes
yes
no :yes
.._;y
es yes
._
yes
yes
iyes
;yes ye
s
;yes
:yes
;yes
;:yes
yes
yes
no ;yes
Pag
e 16
BE
ST
CO
PY
AV
AIL
AB
LE
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
typi
cal j
ob ti
tles
whe
re to
find
mor
e in
form
atio
nw
ork
loca
tion/
whe
re e
mpl
oyed
wor
k se
tting
/env
ironm
ent/s
peci
al c
ondi
tions
wor
k ta
sks/
activ
ities
Cap
acity
to p
rovi
de s
tate
spe
cific
info
rmat
ion
Num
ber
of o
ccup
atio
ns in
clud
edIn
stru
ctio
ns fo
r m
akin
g an
occ
upat
iona
l vis
itP
rovi
des
gene
ral i
nfor
mat
ion
on:
..
..
..
.
entr
epre
neur
ship
qui
zye
sno
nono
nono
nono
nono
nono
goin
g in
to b
usin
ess
yes
nono
nono
nono
nono
nono
,yes
list o
f occ
upat
ions
with
5%
or
mor
e se
lf-em
ploy
men
tye
sno
nono
nono
no,n
ono
nono
no
mak
ing
a bu
sine
ss s
ucce
edye
sno
nono
nono
nono
.no
no,n
o-n
o
optio
nsye
sno
nono
nono
nono
nono
nono
rew
ards
and
cos
tsye
sno
nono
nono
nono
nono
nono
self-
empl
oym
ent c
hara
cter
istic
s of
ent
repr
eneu
rsye
sno
nono
nono
nono
nono
nono
whe
re to
go
for
assi
stan
ceye
sno
nono
nono
nono
nono
nono
why
bus
ines
ses
fail
yes
nono
nono
nono
nono
nono
no
CIS
CV
CH
CH
CT
CLE
CT
CO
IND
CA
DH
SG
IS17
GIS
IIS
PV
IS
yes
yes
nono
noye
sno
noye
sye
sye
sno
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
,yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
,yes yes
yes
.yes
yes
yes
yes
.yes ye
s
yes
yes
yes
yes
_yes
yes
yes
_yes yes
yes
yes
,yes ye
s:y
es
yes
yes
yes
yes
no,y
esye
s,y
es yes
yes
yes
noye
s;2
4)
yes
761
678
678
700+
341
497
497
489(
25)
489
(26)
230+
(27
)49
7.
.
nono
nono
nono
nono
nono
no
Iden
tifyi
ng E
duca
tiona
l Alte
rnat
ives
Cap
acity
to c
ompl
ete
..
..
appr
entic
eshi
p se
arch
yes
nono
nono
nono
nono
yes
voc/
tech
sch
ool s
earc
hye
sye
s (2
9)ye
sye
sye
s (3
'3)
.no yes
.no yes
yes
(3"
yes
(32)
yes
two-
year
col
lege
sea
rch
.yes
(28) (3
3)ye
s. ye
sye
sye
sye
sye
sye
sye
s
,no
yes
yes
four
-yea
r co
llege
sea
rch
.yes
.yes
yes
yes
yes
,yes
:yes
.yes
grad
uate
& p
rofe
ssio
nal s
choo
l sea
rch
.yes ye
sno
,yes ye
sye
sno
.yes no
.yes ye
s.y
es yes
yes
yes
,yes no
exte
rnal
deg
ree
prog
ram
sea
rch
nono
nono
nono
yes
,yes
yes
nono
no,y
es
tech
pre
p pr
ogra
m s
earc
hno
yes
nono
nono
nono
.no
noye
sye
s
finan
cial
aid
sea
rch
yes
noye
sye
sye
sye
s (3
4)no
noye
sye
sno
mili
tary
trai
ning
sea
rch
nono
nono
nono
yes
yes
.yes
yes
.no
,yes ye
s
Pag
e 17
2
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
Cap
acity
to s
elec
t spe
cific
sea
rch
varia
bles
for
iden
tifyi
ng e
duca
tiona
l ins
titut
ions
CV
.CH
.CH
CT
CLE
CT
CO
IND
CA
,DH
SG
IS17
GIS
li;S
PV
IS
acad
emic
cal
enda
r;n
o
activ
ities
/spe
cial
pro
gram
sno
adm
issi
ons
info
rm.;-
'.:-)
nye
s
adm
issi
ons
sele
)vt
ompe
ttive
ness
yes
affil
iatio
n/co
ntro
lno
athl
etic
pro
gram
sno
athl
etic
sch
olar
ship
sno
char
acte
ristic
s of
stu
dent
sno
com
mun
ity s
ize/
type
yes
cost
s/fin
anci
al a
id.y
es
day
/eve
ning
/par
t tim
e /fu
ll -t
ime
prog
ram
sno
degr
ees
offe
red
yes
enro
llmen
t/ins
titut
ion
size
yes
geog
raph
ic lo
catio
n.y
es
hous
ing/
resi
denc
eno
prog
ram
s of
stu
dy/m
ajor
s/fie
lds
yes
scho
ol r
egul
atio
nsno
stud
ent p
erfo
rman
ceno
Cap
acity
to c
ondu
ct m
ultip
le s
earc
hes
in s
ingl
e or
mul
tiple
file
sno
Cap
acity
Zo
eval
uate
adm
issi
ons
sele
ctiv
ity b
ased
on
test
sco
res
no
Cyc
le fo
r up
datin
g ed
ucat
iona
l inf
orm
atio
n (in
mon
ths)
12
Cyc
le fo
r up
datin
g fin
anci
al a
id in
form
atio
n (in
mon
ths)
1212
1212
Obt
aini
ng E
duca
tiona
l Inf
orm
atio
n
Cap
acity
to a
cces
s ed
ucat
iona
l ins
titut
ions
alph
abet
ical
ly w
ithou
t inp
uttin
g co
de n
umbe
rs(3
'9)
no
Cro
ssw
alk
avai
labl
e di
rect
ly fr
om th
e ed
ucat
iona
l file
to o
ther
info
rmat
ion
files
no
noye
s:y
esno
no.y
es;y
es
yes
:yes
!yes
:no
:no
;yes
yes
;yes
.yes
:yes
no:y
es!y
es;y
es
yes
yes
:yes
:yes
yes
:yes
!yes
yes
:yes
.yes
yes
yes
;yes
;yes
yes
yes
;yes
:yes
;yes
yes
'.yes
yes
yes
:yes
:yes
nono
no
.yes
.yes
yes
;yes
no;y
esye
s
;yes
;yes
:yes
noye
s:y
es;y
es..;
;yes
:yes
yes
.yes
;yes
yes
!yes
no:y
es;y
esno
nono
I no
yes
;yes
yes
noI n
oye
s!y
es
yes
yes
.yes
:yes
;yes
,yes
ye*
yes
!yes
:yes
:yes
!yes
yes
iyos
.yes
;yes
.yes
no!y
es;y
es!y
es
yes
yes
yes
:yes
'yes
!yes
yes
:yes
nono
!no
nono
no..:
yes
:no
nono
nono
no
;no
nono
nono
nono
noye
s:y
esno
:no
yes
yes
1212
1212
1212
12
1212
1212
yes
yes
yes
yes
yes
,yes
yes
yes
nono
nono
nono
l,Y e
s;y
esye
s (3
6);y
es
!yes
c3s>
1ye
sye
s]y
es_.
yes
iyes
yes
yes
;yes
i yes
yes
!yes
_:ye
sye
s:y
es;y
es
;yes
yes
yes
_;ye
s; :y
es'y
es:y
esno
;yes
yes
!yes
:yes
;yes
:yes
yes
;yes
1i
;yes
i yes
;yes
.yes
,yes
yes
;yes
no
!yes
yes
;yes
;yes
i yes
;yes
!yes
yes
:yes
!yes
yes
;yes
:yes
;yes
:yes
;yes
!yes
;yes
:yes
:yes
nono
nono
:no
'no
;no
no
!yes
!yes
noi n
o
.
yes
!yes
yes
(38)
;yes
166
'12
12
12:1
2,1
2.1
2
nono
;yes
.yes
yes
yes
nono
Pag
e 18
'28
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
CV
CH
CH
CT
CLE
CT
:CO
IND
CA
;DH
S:G
IS17
,G
IS II
,SP
VIS
Cap
acity
to s
ort i
nstit
utio
ns/p
rogr
ams
of s
tudy
list
by
vario
us c
hara
cter
istic
sIn
form
atio
n pr
ovid
ed (
appr
entic
eshi
p pr
ogra
ms)
:co
ntac
t for
info
rmat
ion
dutie
sge
nera
l inf
orm
atio
nnu
mbe
r of
app
oint
men
tspr
ogra
ms/
spon
sors
regi
onal
offi
ce in
form
atio
nre
late
d oc
cupa
tions
typi
cal a
dmis
sion
s qu
estio
nsw
ork
proc
ess
Info
rmat
ion
prov
ided
(vo
catio
nal/t
echn
ical
sch
ools
):ac
adem
ic c
alen
dar
accr
edita
tion
adm
issi
ons
sele
ctiv
ityaf
filia
tion
/con
trol
alte
rnat
ive
cred
it op
tions
appl
icat
ion
dead
line
appl
icat
ion
fee
athl
etic
pro
gram
s/sp
orts
athl
etic
sch
olar
ship
sca
mpu
s ac
tiviti
es (
non-
spor
ts)
com
mun
ity s
ize/
type
cont
act f
or fu
rthe
r in
form
atio
nco
sts
degr
ee r
equi
rem
ents
degr
ees/
cert
ifica
tes
offe
red
dist
ance
to c
ity c
ente
ren
rollm
ent
entr
ance
req
uire
men
ts/te
sts
facu
lty c
ha a
cter
istic
sfin
anci
al a
idfo
rei n
stu
d o
tions
no .yes no :yes no :yes
;yes yes
yes
:yes ye
sye
s:y
es no yes
yes
:yes ye
sye
sye
s:y
es yes
yes
;yes yes
:yes
:yes yes
no yes
yes
;yes no no no
.
;no no no no no no . no no ye
s (4
1)
yes
no :yes ye
sye
sye
sye
sno ;yes ye
sye
sye
sno ye
sye
s;n
o yes
no
no no no no no no no no no no . no ye
sno no no no no no no no no ye
sno no ;no
:no no no no no no
no no no :no no :no
,no
:no
;no
no no :yes no no no no no no no no :no yes
no no no no no no :no no no
no no no :no
no no no no no no . ye
sno no no no no ;y
es no no no no *yes
;yes no no no ye
s'y
es no yes
no
:yes
__;
yes
yes
:no
'.yes
_no
;
;yes
noye
s-I
nono
.no
:yes
noye
sno
no*no
:yes
:no
:yes
;yes
nono
:yes
no:y
esye
sye
sno
:yes
noye
sno
;yes
no:y
esno
yes
no
:yes
no;y
es;y
es*y
esno
;no
:yes
no;n
ono
no:y
esye
s:y
es*n
o:n
o:n
oye
sno
yes
no
;yes
i no no !no
.
--:no ino 'n
o;n
ono no ;yes
:no
:no
:yes no no no :no no no :no
:yes no ye
s;n
o no yes
;no no no no
no no no ,no no
_
i no
no no no no ...
;yes
;yes no ;yes no .y. e
s
:no
, yes
no yes
yes
:yes ye
sno ye
s:n
o yes
no yes
yes
no
no
_.no ;n
o,n
o,
,
.,no 'no _
no ino no -n
o yes
;yes no ;yes no..
_
yes
no ;yes no :yes ye
sye
s:y
es no ;yes no ;yes no ye
s:y
es'n
o
:n&
..no ,no no no no no :no
. i no no :no no :no
no no no...
. ,no no no no no no no no no no ,no
;no no no
yes
,yes
,_
._
;yes
;yes
40)
!no
!yes
, 'no
:yes
:yes yes
:yes no ;yes no no no no no no no :yes
;no
;yes
;no no :yes no no no ;no
o 4P
age
19r:
0
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
CV
CH
CH
CT
CLE
CT
CO
IND
CA
DH
SG
IS17
GIS
II:S
PV
IS
fres
hman
cla
ss c
hara
cter
istic
sye
sno
'no
I no
no;y
esno
n no
yes
yes
nono
high
sch
ool u
nits
req
uire
dno
:yes
:yes
__.
yes
nono
nono
nono
nono
hono
rs c
ours
es/p
roga
mye
sno
no...
.no
no:y
esno
no.'n
o...
nono
no
hous
ing/
resi
denc
eye
sno
noye
sye
sno
noye
sye
s.n
ono
inst
itutio
n/sc
hool
type
:yes ye
sye
sno
no:n
oye
s;y
esye
s:y
es_y
es::
;no
yes
mili
tary
trai
ning
opp
ortu
nitie
sno
yes
nono
noye
sno
nono
nono
,no
part
-tim
e de
gree
pro
gram
sye
sno
nono
nono
.no
no'n
ono
nono
prog
ram
s of
stu
dy /m
ajor
s.y
es:y
es:y
es_y
esno
:yes
.yes
:yes
:yes
-yes
noye
s
spec
ial p
rogr
ams/
stud
ent s
ervi
ces
yes
yes
nono
yes
no;n
o:y
es:d
yes
nono
stud
ent b
ody
char
acte
ristic
sye
sno
no,y
es.y
es yes
yes
:yes
yes
yes
noye
s
stud
ent r
egul
atio
ns:y
es noye
sno
nono
nono
nono
no:n
ono
.,.
Info
rmat
ion
prov
ided
(2
and
4 ye
ar c
olle
gei):
acad
emic
cal
enda
rye
s.
no. ye
s. ;y
es.. ye
sye
s.. :y
es, :y
es,ye
sno
. :yes
accr
edita
tion
yes
noye
s.y
es.n
onon
:yes
:yes
yes
yes
: yes
:nono
;
adm
issi
ons
sele
ctiv
ityye
s;y
esye
s:y
es.y
esye
sye
sye
s:y
es:y
es!y
es:y
es
affil
iatio
n/co
ntro
lye
sye
s:y
es;y
esye
s:y
es,y
es.y
esye
s:y
es;y
es:y
es
alte
rnat
ive
cred
it op
tions
yes
noye
sye
sno
:yes
yes
' yes
:yes
yes
no
appl
icat
ion
dead
line
yes
yes
yes
:yes
:yes
:yes
yes
:yes
yes
,yes
appl
icat
ion
fee
yes
yes
:yes
:yes
:yes
:yes
::yes
;yes
.no
,.
;no
noo
._
_.no
no
athl
etic
pro
gram
s/sp
orts
yes
-yes
.ye
s:y
esye
sye
s:y
esye
sye
sye
sye
s:y
es
athl
etic
sch
olar
ship
s:y
esye
sye
sye
s'y
es..y
esye
sye
sye
s:n
oi y
es
cam
pus
activ
ities
(no
n-sp
orts
)no
.yes
:yes
;no
yes
;yes
yes
:yes
com
mun
ity s
ize/
type
.yes ye
sno
.yes ye
sye
sye
s.y
es:y
es yes
.yes
i yes
:yes yes
.yes
cont
act f
or fu
rthe
r in
form
atio
nye
sye
sye
sye
s:y
es yes
:yes
yes
yes
yes
,yes
;yes
no
cost
sye
sye
sye
s:y
es.y
esye
sye
sye
sye
s'y
es.y
es yes
degr
ee r
equi
rem
ents
yes
.yes no
nono
no.n
ono
no:n
o:n
o:n
ono
degr
ees/
cert
ifica
tes
offe
red
yes
yes
yes
yes
yes
noye
sye
sye
sye
sno
yes
dist
ance
to c
ity c
ente
rno
nono
nono
nono
no:n
o;n
ono
no
empl
oym
ent f
ollo
w-u
p da
ta b
y m
ajor
nono
nono
nono
nono
:yes
nono
enro
llmen
tye
s.y
esye
sye
sye
s.y
esye
sye
s_y
es yes
.yes
:yes
yes
entr
ance
req
uire
men
ts/te
sts
yes
yes
yes
:yes
yes
yes
yes
:yes
.yes
:yes
' yes
facu
lty c
hara
cter
istic
sno
nono
no.y
es no:n
oye
sye
sno
finan
cial
aid
yes
yes
yes
.no yes
,no yes
:yes
:yes
yes
.'no
yes
yes
fore
ign
stud
y op
tions
yes
.yes no
yes
yes
.yes no
:yes
yes
.yes
yes
'yes
yes
yes
;P
age
200
4)uti
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
S s
tem
Con
tent
CIS
CV
:CH
fres
hman
cla
ss c
hara
cter
istic
say
esno
:yes
high
sch
ool c
redi
ts/u
nits
req
uire
dno
,yes
yes
hono
rs c
ours
es/p
rogr
amye
sno
_,ye
sho
usin
g/re
side
nce
yes
yes
yes
inst
itutio
n/sc
hool
type
yes
:yes
,yes
mili
tary
trai
ning
opp
ortu
nitie
sye
s,y
esye
spa
rt-t
ime
degr
ee p
rogr
ams
yes
nono
prog
ram
s of
stu
dy/m
ajor
sye
sye
sye
ssp
ecia
l pro
gram
s/st
uden
t ser
vice
sye
s:y
esye
sst
uden
t bod
y ch
arac
teris
tics
yes
yes
yes
stud
ent r
egul
atio
nsno
.yes
no
Info
rmat
ion
prov
ided
(gr
adua
te s
choo
ls):
acad
emic
cal
enda
rac
cred
itatio
nad
mis
sion
s se
lect
ivity
affil
iatio
n/co
ntro
lal
tern
ativ
e cr
edit
optio
nsap
plic
atio
n de
adlin
eap
plic
atio
n fe
eat
hlet
ic p
rogr
ams/
spor
tsat
hlet
ic s
chol
arsh
ips
cam
pus
activ
ities
(no
n-sp
orts
)co
mm
unity
siz
e/ty
peco
ntac
t for
furt
her
info
rmat
ion
cost
s
degr
ee r
equi
rem
ents
degr
ees
offe
red
dist
ance
to c
ity c
ente
ren
rollm
ent
entr
ance
req
uire
men
ts/te
sts
facu
lty c
hara
cter
istic
sfin
anci
al a
id
fore
ign
stud
y op
tions
hous
in r
esid
ence
:CH
CT
,CLE
CT
:CO
IN
yes
:no
yes
yes
iyes
no
yes
:yes
!yes
:yes
,
!yes no .yes yes
...ye
s:y
esye
sye
s-
--
'no
:yes
,-
-i
,yes
yes
;yes
;yes
no:y
es
:yes
;yes
:yes
noye
s..
..no
,.
.yes
nono
no.n
c:y
esno
.yes
'yes
:no
yes
nono
nono
,
yes
noye
s,y
esno
:yes
nono
nono
yes
noye
s.y
es;n
oye
sno
nono
no
.yes
:no
,no
:no
'no
yes
:no
nono
no
yes
nono
nono
.yes
noye
s.y
esno
yes
noye
s:y
es,n
oye
sno
yes
yes
no
.yes
no:n
ono
no
yes
no.y
esye
sno
:no
no:n
ono
no
yes
no:n
ono
,no
yes
ino
yes
yes
nono
no,y
esye
sno
.yes
no:y
es.y
esno
yes
nono
nono
esno
yes
yes
no
Pag
e 21
;no no no no no no no no no no no no no no no no `no no no no no 'no
:DC
A:D
HS
'GIS
17 'G
IS II
,SP
.VIS
:yes
i i yes
yes
..._:
, yes
_.
yes
..._:
yes
no
....:y
esye
s',y
es:n
o__
._.
J ye
s
;yes
;yes
;yes
'yes
!yes
,no ye
sye
s:y
es no
;yes
..
i no
!yes
;yes
_iye
s_.
..yes es
yes
;yes
.yes
1
yes
no
!yes
in() ye
s.y
es.y
es
.;yes
!yes
:.yes
_.ye
sye
sno
!yes
_no !yes
(yes
no I yes
ino ye
s
,lyes
!yes
i no
!yes
_i y
es
;yes
;yes
;yes
:yes
:no
1 !yes ye
s:y
es no
..
.....
..
:yes
_.y
es!y
esye
s'y
es(4
3),n
ono
noye
sye
sye
sno
:no
no!y
es!y
es'n
ono
i yes
:yes
;yes
yes
yes
no..
_;y
es;y
es!y
es!y
esno
nono
.i n
o;y
esye
s:y
es-n
ono
nono
no:y
esno
nono
!yes
iyes
nono
nono
,yes
!yes
nono
nono
yes
;yes
nono
.yes
;yes
.yes
!yes
'yes
'no
:yes
;yes
;yes
:yes
,yes
no
:yes
;yes
_,ye
s!y
es:y
esno
;yes
'yes
'no
no:y
esno
:yes
,yes
,yes
!yes
yes
nono
nono
!!no
i no
no
:yes
yes
i yes
:yes
!yes
no
;yes
'yes
;yes
!yes
no' n
o
no.n
o1
yes
!yes
yes
no
yes
:;es
yes
:yes
;yes
nono
no:y
es.y
es:n
ono
esye
sye
sye
sye
sno
34
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
CV
CH
CH
CT
.CLE
CT
CO
IND
CA
DN
SG
IS17
GIS
IIS
PV
ISin
stitu
tion/
scho
ol ty
peye
sno
yes
yes
nono
yes
'yes
.;y
esye
s;y
esno
job
plac
emen
t sta
tistic
sno
nono
nono
no;y
es;y
es;y
esye
s.n
o_
.no
mili
tary
trai
ning
opp
ortu
nitie
s.y
esno
nono
nono
nono
;yes
yes
.no
nopa
rt-t
ime
degr
ee p
rogr
ams
nono
nono
no:n
o.no
no;y
esye
sye
sno
prog
ram
s of
stu
dy/m
ajor
sye
sno
yes
yes
no'n
oye
sye
sye
sye
sye
sno
spec
ial p
rogr
ams/
st, :
dent
ser
vice
sye
sno
yes
yes
no
no:y
es,y
esye
sye
sye
sno
star
ting
sala
ry o
f gra
duat
esno
nono
:no
nono
:no
no.y
esye
sno
nost
uden
t bod
y ch
arac
teris
tics
yes
nono
nono
no:y
es.
yes.
;yes
_ye
sye
sno
Info
rmat
ion
prov
ided
(ex
tern
al d
egre
e pr
ogra
ms)
:.
...
.
accr
edita
tion
nono
nono
.no
no.
.ye
s..ye
sno
,no
noye
sal
tern
ativ
e cr
edit
optio
nsno
nono
nono
noy
es,
yes
no
nono
yes
..
cont
act f
or fu
rthe
r in
form
atio
nno
nono
nono
no...
:yes
;yes
;no
no;n
o;y
esco
sts
nono
nono
nono
yes
:yes
:no
no;n
o,y
esde
gree
s/ce
rtifi
cate
s of
fere
dno
;no
nono
no:n
oye
s.n
ono
noye
s.en
rollm
ent
nono
nono
nono
:yes yes
. :no
no;y
esen
tran
ce r
equi
rem
ents
/test
sno
nono
nono
noye
s;y
es yes
no_
.
nono
yes
prog
ram
s of
stu
dy/m
ajor
sno
nono
nono
nono
nosp
ecia
l pro
gram
s/st
uden
t ser
vice
sno
nono
no.n
o nono
;yes
yes
;yes
;yes
nono
no;y
es:y
es.
..
App
licat
ion/
finan
cial
aid
req
uest
lette
r ge
nera
tor
no.n
o;y
esye
s;y
es.y
esno
nono
nono
noA
sses
smen
t of f
inan
cial
aid
nee
d (4
4)no
nono
nono
no.y
esye
sno
nono
noG
ener
al in
form
atio
n pr
ovid
ed o
n fin
anci
al a
idap
plic
atio
n m
ater
ials
yes
nono
!yes
(45
) ;n
ono
:no
nono
nobo
oks
abou
t fin
anci
al a
idno
.yes no
.yes no
nono
nono
nono
nogl
ossa
ry o
f fin
anci
al a
id te
rms
.yes yes
nono
noye
s;y
es yes
nono
nono
nono
sour
ces
of fi
nanc
ial a
idai
d fo
r m
ilita
ry p
erso
nnel
/dep
ende
nts
no.y
esye
sgr
ants
.yes ye
sno
yes
.yes
;yes
.yes
;yes
;yes yes
.yes ye
s.y
es yes
;no
:yes
.yes yes
loan
sye
sno
;yes
.yes ye
s;y
es yes
yes
;yes
;yes
yes
yes
;yes
priv
ate
& s
peci
al p
rogr
ams
yes
noye
sye
s;y
es;y
esye
s:y
esye
sno
.yes ye
sw
ork
prog
ram
sye
sno
.yes
;yes
yes
yes
yes
.yes yes
yes
yes
yes
step
s fo
r ge
tting
fina
ncia
l aid
yes
noye
sye
sye
sye
s.y
es no;y
es nono
no:n
ono
.
rti
Pag
e 22
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
CV
CH
CH
CT
CLE
CT
CO
IND
CA
DH
S,G
1S17
GIS
IIS
RV
IS
Cap
acity
to p
lan
a hi
gh s
choo
l cur
ricul
um o
nth
e
basi
s of
edu
catio
nal &
car
eer
goal
sye
s(4
6)no
yes
yes
no :--
:no
no;n
o.n
o'n
ono
no
Cap
acity
to c
ompa
re 2
or
mor
e sc
hool
s on
one
.
scre
enye
sye
sno
nono
.yes
no;n
ono
nono
no
Ove
rvie
w o
f non
trad
ition
al a
ppro
ache
s to
edu
catio
nno
nono
nono
noye
sye
seno
yes
yes
Gen
eral
des
crip
tions
of p
rogr
ams
of s
tudy
yes
yes
nono
yes
yes
yes
yes
,yes
.no
:yes
,yes
!yes
.
Typ
ical
gen
eric
cur
ricul
um (
listin
g of
cou
rses
).n
o;n
oye
s(4
7)ye
s.n
o;y
es;n
o:n
ono
noye
s..n
o
Des
crip
tion
of w
ork
task
s to
enc
oura
ge le
arni
ng b
y
doin
gno
nono
nono
no'n
ono
nono
yes
no
Use
r es
timat
ion
of c
hanc
es o
f suc
cess
fully
com
plet
ing
a pr
epar
atio
n pr
ogra
mno
nono
nono
nono
:no
,no
yes
Dev
elop
men
t of a
n ed
ucat
iona
l act
ion
plan
nono
nono
nono
;yes
yes
:no no
no;y
es,n
o no
Num
ber
of s
peci
fic e
duca
tiona
l & tr
aini
ng in
stitu
tions
desc
ribed
1541
5716
5716
7500
+32
00+
6750
6750
1465
714
657
5191
.
Num
ber
of s
peci
fic fi
nanc
ial a
id p
rogr
ams/
sour
ces
desc
ribed
(50)
.360
0'48
)
.100
0,5"
520
1506
1506
1370
+14
102)
2424
700+
(53
)70
0+
.800
+14
9)
749
Cop
ing
With
Adu
lt T
rans
ition
s.
..
..
..
..
Und
erst
andi
ng a
dult
tran
sitio
nsno
nono
nono
noye
s;n
ono
nono
no
Und
erst
andi
ng li
fe-c
aree
r ro
les
no.n
ono
;no
.no
;no
.yes
'no
nol'n
ono
no
Gen
eral
info
rmat
ion
on:
..
..
..
calc
ulat
ing
prep
arat
ion
cost
sno
nono
nono
nono
noye
sno
care
for
adul
tsno
nono
.no no
nono
nono
no,n
o noye
sno
child
car
eno
nono
nono
nono
nono
nono
cred
it fo
r m
ilita
ry tr
aini
ngno
nono
nono
no:y
es.:y
esno
no;y
es yes
,yes
cred
it fo
r pr
ior
lear
ning
nono
nono
noye
sye
sI n
ono
:yes
cred
it vi
a ex
amin
atio
nno
nono
nono
.no
noye
sye
sno
no:y
es yes
yes
inte
rnsh
ip/c
o-op
pla
cem
ent
nono
nono
-no
nono
nono
:yes
no
finan
cial
aid
yes
nono
nono
:yes
,yes
.no ye
sno
noye
s'y
es
findi
ng a
ccre
dite
d ho
me-
stud
y co
urse
sno
nono
nono
noye
s:.y
esno
noye
sno
time
man
agem
ent
nono
nono
nono
nono
nono
yes
., no
Cap
acity
to a
naly
ze w
ork
hist
ory
by D
OT
num
ber
inte
rms
cf.
t'41
aptit
udes
nono
noye
sno
nono
,no
,no
no,n
ono
Pag
e 23
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
CV
CH
.CH
CT
CLE
CT
.CO
IND
CA
DH
S,G
1S17
GIS
IIS
PV
1S
cros
swal
ks (
CIP
,DO
T,G
OE
,OE
S,S
IC)
earn
ings
educ
atio
nal l
evel
empl
oym
ent o
utlo
okH
olla
nd ty
pes
hour
s an
d tr
avel
inte
rest
sph
ysic
al d
eman
dspr
imar
y ph
ysic
al a
ctiv
ityS
OC
fiel
ds o
f wor
kte
mpe
ram
ents
wor
ksite
/env
ironm
ent
Cap
acity
for
a co
unse
lor
to in
put s
peci
fic c
omm
ents
into
a u
ser's
prin
tout
Dec
isio
n M
akin
g
On-
line
desc
riptio
n of
a c
aree
r de
cisi
on-m
akin
gm
odel
Inte
grat
ion
of s
umm
ary
data
from
all
othe
r sy
stem
mod
ules
into
the
deci
sion
-mak
ing
mod
ule
Inte
grat
ion
of 3
occ
upat
iona
l alte
rnat
ives
into
ade
cisi
on-m
akin
g m
atrix
that
bal
ance
s po
tent
ial
rew
ards
& c
hanc
es o
f suc
cess
fully
com
plet
ing
prep
arat
ion
requ
irem
ents
. for
the
purp
ose
ofid
entif
ying
a te
ntat
ive
choi
ceF
eedb
ack
to th
e us
er r
egar
ding
the
char
acte
ristic
s of
her
or h
is .
enta
tive
choi
ce b
ased
on
a de
cisi
on-
mak
ing
mat
rix
Em
ploy
men
t Pla
nnin
g
Gen
eral
info
rmat
ion
on.
book
s to
hel
p in
the
job
sear
chbu
ildin
g a
netw
ork
of c
onta
cts
yes
no no no no no no no no no no no no no no no no yes
yes
no no no no no no no no no no no no no no no no no no no
no no
..no
no no no no no no no no no .yes no no no no no no
:yes
1
yes
4yes ye
sye
s:y
es:y
es yes
yes
:yes ye
sye
s
:yes no no no no no no
no .__
..no no
--,
_no no no no no no no no no no no no no no no
no no no no no no nn no..
_ no no no no no no no no no :no
no
no--
--- no no ..
.
..no no no no
-: ,no no ... no no no no :yes no no no no ye
s
r no , no :no no no no no -no
no no .no
.no no :yes no no no no ye
s
no no -no no .
.
:no
:no no no .
.
:no no no no no no no no no no no
no no I no
no no :no no no 'no
. no :no
no no no no no no :no no
:no no
:. no ;no no ,no
:no no no no no no no i y
es yes
:yes ye
s
:no yes
no : .no
.._. no
__.n
o no no no ... no..
. no no no no no no no no no :no
yes
Pag
e 24
RE
ST
CO
PY
AV
AIL
AB
LE
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
CV
CH
CH
CT
CLE
CT
CO
IND
CA
DH
SG
IS17
GIS
IIS
PV
ISde
mon
stra
ting
job
skill
s or
job
sear
ch s
kills
nono
nono
nono
yes
yes
nono
yes
:yes
empl
oyee
ben
efits
yes
nono
nono
nono
nono
n..)
nono
empl
oyer
exp
ecta
tions
yes
nono
nono
nono
nono
:no
noem
ploy
men
t adv
ertis
emen
tsno
.no
nono
yes
no:n
o nono
:yes
empl
oym
ent l
aws
& r
egul
atio
ns.n
o nono
.no no
nono
:yes no
nono
nono
noen
trep
rene
ursh
ip/s
tart
you
r ow
n bu
sine
ss.y
es yes
nono
nono
nono
nono
yes
how
to r
esea
rch
firm
s &
jobs
nono
nono
no.y
es no:y
es nono
nono
nojo
b ap
plic
atio
ns.y
es yes
nono
nono
no.y
esno
nono
job
inte
rvie
win
gye
sno
nono
nono
yes
.yes
nono
no.y
es
lette
r w
ritin
gye
sno
nono
nono
yes
.yes yes
nono
no.y
es yes
plac
emen
t age
ncie
sno
nono
nono
noye
sye
sno
nono
yes
plan
ning
/impl
emen
ting
a jo
b se
arch
yes
nono
nono
noye
sno
nono
yes
resu
me
writ
ing
yes
nono
nono
no.y
es yes
nono
yes
supp
ort s
ervi
ces
for
job
seek
ers
yes
nono
nono
nono
.yes no
nono
.yes no
nous
e of
Mye
rs-B
riggs
Typ
e In
dica
tor
for
empl
oym
ent
plan
ning
nono
nono
nono
yes
nono
nono
wor
k-re
late
d fa
mily
issu
esye
sno
nono
nono
.yes no
nono
nono
noC
over
lette
r pr
actic
e ex
erci
se.n
ono
.no
noId
entif
ying
opt
ions
for
deve
lopi
ng n
ew s
kills
nono
no.n
o nono
.no no
.yes no
.yes no
.no no
.no
no.n
o yes
:yes no
Iden
tifyi
ng n
ext s
teps
in a
chie
ving
car
eer
goal
sno
nono
nono
nono
nono
noye
sno
Ove
rvie
w o
f how
to p
repa
re &
ski
lls r
equi
red
for
spec
ific
occu
patio
nsno
nono
nono
noye
sno
noye
sye
sK
iting
a r
esum
e dr
aft
nono
nono
nono
.yes ye
sye
sno
nono
yes
Use
r E
xit
Rep
ort/r
evie
w o
f all
syst
em m
odul
es.
.
curr
ent s
essi
onno
noye
s(5
5)ye
sno
nono
noye
sno
sess
ions
com
plet
ed to
dat
eno
noye
sye
sno
no.y
es yes
.yes yes
nono
noId
entif
ying
occ
upat
ions
to b
e m
aint
aine
d in
the
user
nono
yes
yes
yes
noye
sye
sno
no.y
es nono
Com
plet
ing
a br
ief o
n-lin
e an
onym
ous
eval
uatio
n
ques
tionn
aire
(op
tiona
l)no
nono
nono
noye
sye
sno
noye
sye
s
ay
Pag
e 25
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Sys
tem
Con
tent
CIS
CV
CH
CM
CLE
CT
CO
IND
CA
DH
S,G
IS17
GIS
IIS
PV
ISLo
cal D
ata
Opt
ion
Cap
acity
to in
tegr
ate
loca
l dat
a in
to th
e sy
stem
yes
nono
"yes
:yes
,yes
:yes
Cap
acity
to c
usto
miz
e in
trod
ucto
ry d
ispl
ay fo
llow
ing
sign
-on
yes
no
.yes
.yes ye
sno
yes
yes
.yes
,yes
.yes ye
sno
.yes no
noC
apac
ity to
cus
tom
ize
exit
disp
lay
yes
no,y
es yes
yes
nono
yes
yes
nono
yes
no
Pag
e 26
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Not
e: (
1) S
ome
CA
CG
sys
tem
con
tent
feat
ures
are
eas
y to
iden
tify,
whi
le o
ther
sys
ter,
i con
tent
feat
ures
are
em
bedd
ed w
ithin
oth
er fe
atur
es a
nd a
re m
ore
diffi
cult
to lo
cate
. Sof
twar
e de
velo
pers
can
pro
vide
info
rmat
ion
abou
t loc
atin
g sp
ecifi
c sy
stem
cont
ent f
eatu
res
that
are
not
rea
dily
app
aren
t.
CA
CG
abb
revi
atio
ns in
clud
e:C
IS =
Car
eer
Info
rmat
ion
Sys
tem
(U
nive
rsity
of O
rego
n, 1
993)
Ope
ratin
g in
13
stat
es &
1ci
ty w
ith lo
caliz
ed in
form
atio
n. S
peci
fic in
form
atio
n in
clud
ed m
ay
vary
from
sta
te to
sta
te; C
H =
Cho
ices
(C
aree
rwar
e-IS
MS
yste
ms
Cor
pora
tion,
199
3); C
HC
T =
Cho
ices
CT
[for
Adu
lts in
Car
eer
Tra
nsiti
ons
(Car
eerw
are-
ISM
Sys
tem
Cor
pora
tion,
199
3));
CLE
CT
= M
OD
ULA
R C
LEC
T (
Chr
onic
le G
uida
nce
Pub
licat
ions
, 199
3); C
OIN
= C
OIN
(C
OIN
Edu
catio
nal P
rodu
cts,
199
3);
CV
= C
aree
r V
isio
ns (
Uni
vers
ity o
f Wis
cons
in-M
adis
on, 1
994)
; DC
A =
DIS
CO
VE
R fo
rC
olle
ges
and
Adu
lts, (
Am
eric
an C
olle
ge T
estin
g P
rogr
am, 1
993)
. A
very
sim
ilar
vers
ion,
DIS
CO
VE
R fo
r C
olle
ges
and
Adu
lts (
Spe
cial
Ver
sion
), is
als
o av
aila
ble.
Diff
eren
ces
betw
een
thes
e ve
rsio
ns in
clud
e lo
wer
rea
ding
leve
l, re
duce
d nu
mbe
r of
use
r ch
arac
teris
tic c
ateg
orie
s re
quire
d fo
r "g
uida
nce
appr
oach
"si
gn-o
n, lo
caliz
atio
n op
tions
for
sign
-on
proc
ess,
and
elim
inat
ion
of c
ouns
elor
rep
orts
that
req
uire
per
sona
l dat
a; D
HS
= D
ISC
OV
ER
for
Hig
h S
choo
ls(A
mer
ican
Col
lege
Tes
ting
Pro
gram
, 199
3); G
IS 1
7 =
Gui
danc
e
Info
rmat
ion
Sys
tem
Ver
sion
17
(Riv
ersi
de P
ublis
hing
Com
pany
, 199
3); G
IS II
= G
uida
nce
Info
rmat
ion
Sys
tem
II (
Riv
ersi
de P
ublis
hing
Com
pany
, 199
3);
SP
= S
IGI P
LUS
(E
duca
tiona
l Tes
ting
Ser
vice
, 199
3); a
nd V
IS =
VIS
ION
S P
LUS
(A
mer
ican
Col
lege
Tes
ting
Pro
gram
, 199
3).
Not
e: (
2) O
nly
avai
labl
e w
ithin
the
tuto
rial.
Not
e: (
3) W
ith D
ISC
OV
ER
for
Col
lege
s an
d A
dults
and
DIS
CO
VE
R fo
r H
igh
Sch
ools
, rec
omm
ende
dpp
thw
ay is
opt
iona
l with
mod
ule
one.
Not
e: (
4) F
or "
Dire
ct"
and
"Sea
rch"
onl
y.
Not
e: (
5) S
imul
atio
n-ba
sed.
Not
e: (
6) P
oten
tially
red
uces
the
amou
nt o
f tim
e th
e us
er s
pend
s at
the
com
pute
r.
Not
e: (
7) T
he u
ser
may
com
plet
e a
com
pute
r-ad
min
iste
red
vers
ion
of a
sta
ndar
dize
d pa
per-
and-
penc
ilin
stru
men
t.
Not
e: (
8) T
he u
ser
may
com
plet
e a
pape
r-an
d-pe
ncil
adm
inis
trat
ion
of a
sta
ndar
dize
d in
stru
men
t prio
r to
com
pute
r us
e.
Not
e: (
9) C
apac
ity to
sea
rch
on 6
em
ploy
men
t out
look
cha
ract
eris
tics
for
each
of t
he 5
0 st
ates
.
Not
e: (
10)
Cap
acity
to s
earc
h on
6 e
mpl
oym
ent o
utlo
ok c
hara
cter
istic
s fo
r ea
ch o
f the
50
stat
es.
Not
e: (
11)
GO
E =
Gui
de to
Occ
upat
iona
l Exp
lora
tion
Not
e: (
12)
Als
o pr
ovid
es s
earc
h by
tech
pre
p cl
uste
r
Not
e: (
13)
Cro
ssw
alk
avai
labl
e be
twee
n su
bfile
s bu
t not
bet
wee
n oc
cupa
tiona
l and
edu
catio
nal f
iles.
4 11
Pag
e 27
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Not
e: (
14)
One
-thi
rd o
f all
occu
patio
ns a
re u
pdat
ed e
ach
year
.
Not
e: (
15)
One
-thi
rd o
f all
occu
patio
ns a
re u
pdat
ed e
ach
year
.
Not
e: (
16)
One
-thi
rd o
f all
occu
patio
ns a
re u
pdat
ed e
ach
year
.
Not
e: (
17)
CIP
= C
lass
ifica
tion
of In
stru
ctio
nal P
rogr
ams
Not
e: (
18)
GO
E =
Gui
de fo
r O
ccup
atio
nal E
xplo
ratio
n
Not
e: (
19)
OE
S =
Occ
upat
iona
l Em
ploy
men
t Sta
tistic
s
Not
e: (
20)
SIC
= S
tand
ard
Indu
stria
l Cla
ssifi
catio
n
Not
e: (
21)
Mili
tary
info
rmat
ion
avai
labl
e on
ly fo
r th
ose
occu
patio
ns id
entif
ied
as m
ilita
ry o
ccup
atio
ns.
Not
e: (
22)
With
the
inpu
t of A
SV
AB
sco
res,
a m
ilita
ry c
aree
r pa
ge n
umbe
r is
als
o su
pplie
d.
Not
e: (
23)
Hig
h sc
hool
sub
ject
s ca
n be
rel
ated
to o
ccup
atio
ns.
Not
e: (
24)
Bas
e nu
mbe
r -
the
tota
l num
ber
of o
ccup
atio
ns w
ill v
ary
depe
ndin
g on
the
part
icul
ar s
tate
.
Not
e: (
25)
1000
4- s
peci
aliz
ed D
OT
occ
upat
iona
l des
crip
tions
Not
e: (
26)
1000
+ s
peci
aliz
ed D
OT
occ
upat
iona
l des
crip
tions
Not
e: (
27)
Als
o in
clud
es m
ore
than
550
job
title
s an
d al
tern
ativ
es
Not
e: (
28)
Gen
eral
ly in
clud
es in
-sta
te s
choo
lb o
nly.
Not
e: (
29)
For
Cho
ices
and
Cho
ices
CT
. pub
lic a
nd p
rivat
e sc
hool
sea
rch
dist
inct
ions
are
pos
sibl
e fo
r al
l ins
titut
ion
type
s.
Not
e: (
30)
Sep
arat
e sc
hool
sea
rch
info
rmat
ion
avai
labl
e de
pend
ing
on m
ajor
.
Not
e: (
31)
For
eac
h of
the
50 s
tate
s
Not
e: (
32)
For
eac
h of
the
50 s
tate
s.
Pag
e 28
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Not
e: (
33)
Gen
eral
ly in
clud
es in
-sta
te s
choo
ls o
nly.
Not
e: (
34)
Ava
ilabl
e w
ith th
e op
tiona
l CA
SH
E s
yste
m.
Not
e: (
35)
Indi
cate
s fe
atur
e av
aila
ble
on C
olle
ge E
xplo
rer
and/
or G
radu
ate
Sch
ool S
elec
tor.
Not
e: (
36)
Incl
udes
spe
cial
pro
gram
sea
rch
for
stud
ents
with
var
ying
dis
abili
ties.
Not
e: (
37)
Incl
udes
spe
cial
pro
gram
sea
rch
for
stud
ents
with
var
ying
dis
abili
ties.
Not
e: (
38)
Col
lege
Exp
lore
r on
ly.
Not
e: (
39)
The
val
idity
of e
duca
tiona
l and
fina
ncia
l aid
info
rmat
ion
is d
epen
dent
upo
n in
stitu
tiona
l sel
f-re
port
. The
refo
re; a
ccur
acy
and
curr
ency
of t
hein
form
atio
n va
ries
amon
g in
stitu
tions
and
sys
tem
s.
Not
e: (
40)
Info
rmat
ion
prov
ided
is fo
r M
aryl
and
scho
ols
only
.
Not
e: (
41)
Upp
er M
idw
est r
egio
n da
ta o
nly
Not
e: (
42)
For
GIS
17 a
nd G
IS II
, inc
lude
s sp
ecia
l pro
gram
sea
rch
for
stud
ents
with
var
ying
dis
abili
ties.
Not
e: (
43)
Opt
iona
l Gra
duat
e sc
hool
sel
ecto
r on
ly.
Not
e: (
44)
For
DC
A a
nd D
HS
. com
plet
ion
of fo
rms
r,:o
r to
com
pute
r us
e is
req
uire
d.
Not
e: (
45)
Fin
anci
al a
id in
form
atio
n is
opt
iona
l with
the
CA
SH
E s
yste
m.
Not
e: (
46)
Opt
iona
l Hig
h S
choo
l Pla
nner
for
stat
es to
pur
chas
e. r
equi
res
loca
l dat
a en
try.
Not
e: (
47)
For
Cho
ices
and
Cho
ices
CT
, it i
s a
gene
ric h
igh
scho
ol c
urric
ulum
, not
col
lege
.
Not
e: (
48)
Incl
udes
2 a
nd 4
yea
r in
form
atio
n. A
dditi
onal
info
rmat
ion
prov
ided
by
stat
e co
mpu
ter-
base
d C
IDS
.
Not
e: (
49)
Col
lege
Exp
lore
r an
d G
radu
ate
Sch
ool S
elec
tor
Not
e: (
50)
Dev
elop
ers
defin
e fin
anci
al a
id in
form
atio
n in
a v
arie
ty o
f way
s, r
esul
ting
in c
onsi
dera
ble
varia
bilit
y in
the
num
ber
of fi
nanc
ial a
id s
ourc
es r
epor
ted.
A(''
1 t
Pag
e 29
Tab
le 1
: Com
paris
on o
f Sys
tem
Con
tent
Not
e: (
51)
Add
ition
al in
form
atio
n pr
ovid
ed b
y st
ate
com
pute
r-ba
sed
CID
S.
Not
e: (
52)
1400
0+ w
ith o
ptio
nal f
inan
cial
aid
file
s.
Not
e: (
53)
Add
ition
al fi
nanc
ial a
id in
form
atio
n is
ava
ilabl
e fr
om G
IS a
t an
extr
a co
st.
Not
e: (
54)
Dat
a us
ed a
s in
put f
or o
ccup
atio
nal e
xplo
ratio
n.
Not
e: (
55)
The
prin
ted
sum
mar
y is
opt
iona
l.
Pag
e 30
Tab
le 2
: Com
paris
on o
f Use
r F
riend
ly F
eatu
res
Use
r F
riend
ly F
eatu
res
CIS
CV
CH
CH
CT
CLE
CT
CO
IND
CA
DH
SG
IS17
GIS
IIS
PV
IS
Ful
l spe
ctru
m c
olor
sch
eme
vide
o di
spla
ys (
1)ye
s (2
)ye
s'y
es (
3):ye
s (4
):n
oye
s.y
es:y
esno
.yes
:yes
noP
. nal
ogou
s co
lor
sche
me
vide
o di
spla
ysno
no.y
esye
sno
yes
yes
:yes
nono
noye
sS
yste
m c
onte
nt c
olor
-cod
ed (
5)no
nono
nono
yes
nono
nono
yes.
,no
Mul
ti-co
lore
d gr
aphi
c-en
hanc
ed s
cree
n di
spla
ys.
entr
y sc
reen
gra
phic
sno
yes
yes
yes
yes
yes
yes
yes
noye
s,y
esye
sm
ain
prog
ram
no.y
esye
sye
sno
yes
:yes
yes
noye
s;y
es:y
esm
enus
/pro
gram
man
ager
noye
sye
sye
sno
yes
yes
,yes
noye
s,y
esye
sU
pper
/low
er c
ase
char
acte
rs.y
esye
sye
sye
sye
sye
sye
sye
sye
sye
sye
sye
sO
pera
tes
in a
win
dow
s-lik
e en
viro
nmen
tno
yes
nono
nono
nono
no'y
es (
6)no
noS
peci
al p
urpo
se fu
nctio
n/al
t key
s/bu
ttons
back
-up
func
tion
yes
yes
Esc
(7)
Esc
yes
yes
,yes
yes
.yes
yes
.yes
,yes
loca
te p
ositi
on in
the
syst
emno
nono
nono
noye
sye
sye
sye
sno
yes
prev
ious
item
bac
k-up
(on
-line
ass
essm
ent
inst
rum
ents
onl
y).y
esno
nono
yes
no.y
es.y
es.y
esye
sno
yes
prin
t scr
een
yes
yes
yes
yes
yes
yes
yes
yes
,yes
no.y
esye
squ
ick
exit
noye
sE
scE
scno
yes
,yes
yes
.yes
yes
yes
yes
repe
at in
stru
ctio
ns/h
elp
yes
yes
yes
yes
yes
yes
yes
yes
.yes
yes
.yes
.yes
Orie
ntat
ion
to fu
nctio
n ke
ys/b
utto
nsno
noye
sye
sno
no;y
esye
sno
noye
sye
sM
enu
driv
en s
cree
n se
quen
cing
yes
yes
.yes
yes
.yes
yes
yes
yes
yes
yes
yes
yes
Scr
een
indi
cate
s sy
stem
loca
tion
noye
sye
sye
sno
yes
nono
yes
nono
Mai
n m
enu/
mod
ule
men
u in
dica
tes
com
plet
edco
mpo
nent
sno
yes
nono
nono
yes
yes
no
.yes
.no
nono
Pre
limin
ary
oper
atin
g in
stru
ctio
nsye
sno
.yes
.yes
yes
noye
s(8
)ye
sye
sE
xplic
it re
com
men
ded
path
way
for
use
ofsy
stem
bas
ed o
n us
er c
hara
cter
istic
sno
nono
nono
no
.yes ye
s
.yes ye
s
.yes no
noye
sno
Sta
ff qu
ick
acce
ss to
sys
tem
con
tent
nono
yes
nono
nono
yes
yes
Intr
oduc
tory
inst
ruct
ions
om
itted
for
expe
rienc
edus
ers
nono
yes
.yes ye
sno
no
.yes yes
,yes ye
sye
sye
sno
Pur
pose
of e
ach
com
pone
nt/m
odul
e ex
plai
ned
noye
sye
s.y
esye
sno
yes
.yes
.yes ye
sye
syo
sno
Nam
e ad
ded
to p
rinto
uts
yes
yes
yes
yes
yes
yes
nono
yes
yes
(9)
yes
yes
Dat
e ad
ded
to r
into
uts
nono
yes
yes
noye
sno
noye
sye
sye
sye
s
Pag
e 31
Ir.,
.1
Tab
le 2
: Com
paris
on o
f Use
r F
riend
ly F
eatu
res
Use
r F
riend
ly F
eatu
res
CIS
CV
CH
CH
CT
CLE
CT
CO
IND
CA
DH
SG
IS17
GIS
!'S
P
Ava
ilabi
lity
of o
ptio
nal d
etai
led
info
rmat
ion
(laye
ring,
e.g
., ex
pand
ed d
efin
ition
s of
term
s)no
yes
nono
noye
sno
no
Sum
mar
y sc
reen
dis
play
/prin
tout
.yes
,yes
.yes
for
each
com
pone
nt/m
odul
e.y
es(1
°)no
yes
yes
.yes
noye
sye
sye
s"
yes
(12)
yes
for
each
com
plet
ed s
essi
on o
r to
dat
eno
noye
sye
sno
noye
sye
s
Use
r m
emor
y re
cord
(sy
stem
cap
abili
ty to
sto
reus
er d
ata
betw
een
sess
ions
)no
yes
yes
yes
yes
noye
s,y
es
.no no
.no no
.yes ye
s
Use
r da
ta m
aint
enan
ce c
apab
ilitie
s
user
dat
a de
lete
opt
ion
nono
.yes
yes
yes
.nc
yes
.yes
nono
,yes
pass
wor
d pr
otec
tion
for
user
dat
a(1
3)no
yes
,yes
yes
yes
noye
sry
esno
noye
s
Dat
a co
llect
ion
for
acco
unta
bilit
y &
res
earc
h
data
on
syst
em u
se
aggr
egat
eye
sno
yes
yes
yes
noye
sye
sye
sye
si y
es
indi
vidu
alno
nono
noye
sno
.yes
yes
nono
no
dem
ogra
phic
dat
a
aggr
egat
eno
nono
nono
no.y
esye
sno
noye
sin
divi
dual
nono
nono
yes
no.y
es,y
esno
.no
no
user
sat
isfa
ctio
n da
tano
nono
nono
nono
no
Inte
grat
ion
of u
ser
data
from
one
com
pone
nt/m
odul
e in
to a
noth
er
com
pone
nt/m
odul
eno
yes
yes
yes
noye
s
.yes ye
s
.yes ye
sno
no
.yes
Mai
nfra
me
vers
ion
avai
labl
eye
sno
nono
noye
sno
noye
sno
.yes no
Mac
into
sh v
ersi
on a
vaila
ble
noye
s.y
es.y
esno
.yes
nono
no.y
esno
App
le II
ver
sion
ava
ilabl
eno
nono
nono
nono
noye
sno
no
CD
-RO
M v
ersi
on a
vaila
ble
noye
sno
nono
yes
nono
nono
no
r t) )
Pag
e 32
VIS
no no no no no no yes
no yes
no ,yes no no no no no
Tab
le 2
: Com
paris
on o
f Use
r F
riend
ly F
eatu
res
Not
e: (
1) A
ssum
es U
nite
d S
tate
s so
ftwar
e ve
rsio
ns o
n IB
M c
ompa
tible
mic
roco
mpu
ters
unl
ess
othe
rwis
e no
ted.
Res
pons
e tim
e af
ter
data
inpu
t var
ies
amon
gco
mpu
ters
dep
endi
ng o
n ty
pe o
f pro
cess
or, c
lock
spe
ed, m
emor
y av
aila
ble,
har
d di
sk a
cces
s sp
eed,
and
loca
l are
a ne
twor
k ca
pabi
litie
s. V
ideo
dis
play
(mon
itor)
scr
een
reso
lutio
n (s
harp
ness
) va
ries
with
diff
eren
t mon
itors
and
inte
rfac
es, w
ith S
uper
VG
A, V
GA
, and
EG
A fo
rmat
s pr
ovid
ing
bette
r re
solu
tion
that
CG
A fo
rmat
s.
Not
e: (
2) L
imite
d to
a b
lue
back
grou
nd fo
r al
l dis
play
s an
d gr
een
head
ings
for
sele
cted
dis
play
s.
Not
e: (
3) F
or C
hoic
es a
nd C
hoic
es C
T, o
nly
the
Car
eer
Are
a In
tere
st C
heck
list i
s a
full
spec
trum
col
or s
chem
e vi
deo
disp
lay.
Not
e: (
4) T
rans
fera
ble
Ski
lls m
odul
e on
ly
Not
e: (
5) C
olor
cod
inO
of i
nstr
uctio
n/er
ror
mes
sage
s an
d di
spla
y ba
ckgr
ound
s to
mat
ch s
yste
m c
onte
nt.
Not
e: (
6) M
ouse
driv
en o
r ke
yboa
rd d
riven
inpu
t.
Not
e: (
7) E
sc =
Esc
ape
(Esc
) ke
y pr
ovid
es th
is fu
nctio
n.
Not
e: (
8) O
ptio
nal
Not
e: (
9) A
lso
auto
mat
ical
ly p
rints
org
aniz
atio
nal a
ddre
sses
whe
n re
ques
ted.
Not
e: (
10)
Sum
mar
y pr
ovid
ed o
nly
follo
win
g co
mpl
etio
n of
Que
st, S
choo
l Sor
t, an
d A
sses
smen
t Lin
k.
Not
e: (
11)
Sum
mar
y pr
ovid
ed o
nly
follo
win
g co
mpl
etio
n of
Har
ringt
on-O
'She
a C
DM
.
Not
e: (
12)
Sum
mar
y pr
ovid
ed o
nly
follo
win
g co
mpl
etio
n of
Har
ringt
on-O
'She
a C
DM
.
Not
e: (
13)
Use
s pr
ivat
e nu
mbe
r or
soc
ial s
ecur
ity n
umbe
r in
pla
ce o
f pas
swor
d (C
LEC
T, D
ISC
OV
ER
for
Col
lege
s an
d A
dults
, DIS
CO
VE
R fo
r H
igh
Sch
ools
, and
SIG
I PLU
S). r a) I
Pag
e 33
U
Tab
le 3
: Com
paris
on o
f Sup
port
Mat
eria
lsan
d S
ervi
ces
Ava
ilabl
e fr
om D
evel
oper
s
Sup
port
Mat
eria
ls &
Ser
vice
sC
ISC
VC
HC
HC
T C
LEC
T C
OIN
DC
AD
HS
GIS
17
;GIS
11
SP
:VIS
Sup
port
Mat
eria
ls fo
r U
sers
Non
cons
umab
le m
ater
ials
user
gui
de/h
andb
ook
lists
of o
ccup
atio
ns(1
).
..
alph
abet
ical
yes
:yes
yes
yes
noye
s
appr
entic
ed o
ccup
atio
nsno
yes
nono
nono
care
er fi
elds
/occ
upat
iona
l gro
ups
yes
nono
nono
:yes
DO
T n
umbe
rsno
nono
nono
no
high
tech
occ
upat
ions
no:n
ono
nono
:no
mili
tary
title
sye
sye
sye
sye
sno
no
SO
C -
fiel
ds o
f wor
kno
yes
yes
yes
nono
US
OE
clu
ster
sno
nono
nono
no
wor
ker-
trai
t gro
ups
(GO
E)
nono
yes
yes
nono
lists
of i
nstit
utio
ns.
..
com
bine
d lis
t of a
ll le
vels
yes
yes
yes
yes
noye
s
com
bine
d lis
t by
regi
on /s
tate
:yes
yes
yes
yes
nono
voca
tiona
l/tec
hnic
al s
choo
ls:y
esye
sno
no:n
otn
o
two-
year
col
lege
sye
sye
sno
nono
no
four
-yea
r co
llege
sye
sye
sno
nono
.no
grad
uate
sch
ools
yes
nono
nono
no
exte
rnal
deg
ree
scho
ols
nono
nono
nono
lists
of p
rogr
ams
appr
entic
eshi
p pr
ogra
ms
noye
s.n
ono
nono
CIP
cod
eno
yes
nono
nono
com
bine
d lis
t of a
ll le
vels
yes
yes
yes
yes
nono
exte
rnal
deg
ree
prog
ram
sno
nono
nono
no
mili
tary
pro
gram
sno
noye
sye
sno
no
voca
tiona
l/tec
hnic
al p
rogr
ams
noye
sno
noye
sno
list o
f fin
anci
al a
id s
ourc
esye
sno
nono
yes
no
wor
king
for
your
self
yes
nono
nono
no
post
er -
qui
ck r
efer
ence
for
syst
em
oper
atio
nye
sno
nono
noye
s
oste
r -
Wor
ld-o
f-W
ork
map
nono
nono
nono
:no
:yes
yes
yes
:yes
no
Pag
e 34
;yes
:yes
yes
:yes
yes
yes
..
..
.
:yes
.yes
:yes
:yes
yes
. :yes
nono
no:n
ono
no
yes
:yes
no;n
ono
no
nono
yes
yes
:no
no
:no
:no
;no
:no
no:y
es
yes
yes
yes
.yes
no;y
esno
nono
nono
no
nono
yes
:yes
nono
nono
nono
nono
..
nono
nono
nono
nono
no:n
ono
no
yes
yes
yes
:yes
:no
.yes
yes
yes
yes
yes
.no
yes
yes
yes
:yes
.yes
noye
s
yes
yes
yes
yes
nono
yes
yes
nono
noye
s
nono
nono
:no
:yes
nono
nono
no;n
ono
nono
:no
yes
no
nono
'no
'no
noye
s
yes
yes
nono
noye
s
yes
yes
yes
yes
no;y
es
yes
yes
yes
yes
noye
s
nono
nono
nono
;yes
yes
yes
:yes
nono
yes
yes
nono
noye
s
t,
Tab
le 3
: Com
paris
on o
f Sup
port
Mat
eria
ls a
nd S
ervi
ces
Ava
ilabl
e fr
om D
evel
oper
s
Sup
port
Mat
eria
ls &
Ser
vice
sC
IS,C
VC
HC
HC
T .C
LEC
TiC
OIN
:DC
AD
HS
:GIS
17
GIS
llS
P'V
IS
post
er -
life
-car
eer
rain
bow
nono
nono
nono
no,n
ono
nono
quic
k re
fere
nce
card
for
syst
em
oper
atio
nno
nono
nono
no
,yes no
noye
sye
sno
no
quic
k re
fere
nce
card
for
func
tion
keys
no
noye
sye
sno
"no
yes
yes
nono
yes
yes
Con
sum
able
mat
eria
ls'
user
gui
de/h
andb
ook
yes
noye
sno
nono
Har
ringt
on-O
'She
a C
DM
inte
rpre
tive
fold
erno
nono
.yes no
no
.no no
,yes no
.yes no
yes
yes
.yes no
.yes no
prin
tout
che
cklis
tno
nono
nono
nono
nono
noye
s
post
-sys
tem
use
gui
deno
nono
nono
nono
nono
no,n
o;n
o
tem
pera
men
t sur
vey
nono
nono
yes
nono
nono
no_y
esno
no
wor
kboo
k.n
ono
yes
.yes
no,n
oye
s.y
es.n
ono
,yes
(2)
.yes
Sup
port
Mat
eria
ls fo
r In
stitu
tions
Bib
liogr
aphy
..
.
Sup
plem
enta
l inf
orm
atio
n re
sour
ces
yes
noye
sno
nono
noye
s
Sys
tem
des
ign/
use
refe
renc
esye
sno
.yes ye
sye
sno
no,y
es yes
.yes ye
sno
no:y
es.y
es yes
Man
ual
Pub
licat
ion
date
131
1992
1994
1993
1993
1993
1993
1993
1993
1993
1993
1993
1993
Pro
fess
iona
l/par
apro
fess
iona
l.
..
.
adm
inis
trat
ive/
rese
arch
rep
orts
nono
yes
yes
.yes
no.y
esye
sno
yes
case
stu
dy e
xam
ples
nono
yes
yes
nono
nono
.no no
no.y
es yes
no
over
head
tran
spar
ency
/han
dout
mas
ters
for
trai
ning
yes
noye
sye
sno
nono
nono
nono
.no
coun
selin
g pr
oces
s.y
esno
.yes
yes
nono
yes
nono
yes
,yes
cros
swal
k do
cum
ents
/tabl
esye
sye
sye
sye
sno
no.y
es nono
nono
nono
data
base
/dev
elop
men
t pro
cedu
res
..
.
educ
atio
nal i
nfor
mat
ion
sour
ces
yes
noye
sye
sno
noye
sye
sye
sye
s
finan
cial
aid
sou
rces
yes
nono
nono
noye
sye
sye
s.y
esye
s,y
es no
occu
patio
nal i
nfor
mat
ion
sour
ces
yes
noye
sye
:no
noye
sye
sye
sye
sye
s,y
es
im o
rtan
t hon
e nu
mbe
rses
noes
eses
yes
yes
yes
nono
yes
.yes ye
s
GP
age
35
Tab
le 3
: Com
paris
on o
f Sup
port
Mat
eria
ls a
nd S
ervi
ces
Ava
ilabl
e fr
om D
evel
oper
s
Sup
port
Mat
eria
ls &
Ser
vice
sC
ISC
VC
HC
HC
TC
LEC
T C
OIN
DC
AD
HS
inst
ruct
ions
for
use
with
spe
cial
popu
latio
ns.y
esno
yes
yes
nono
nono
licen
se a
gree
men
tno
nono
no,y
es,n
oye
sye
s
reco
mm
enda
tions
for
inte
grat
ing
the
softw
are
into
ser
vice
del
iver
y.
..
..
coun
selo
r at
titud
esye
sno
yes
yes
nono
yes
pre-
syst
em u
se c
lient
pre
para
tion
yes
nono
,yes
yes
post
-sys
tem
use
inte
rven
tion
nono
.yes ye
s.y
es yes
.yes no
no.y
es:n
ono
mat
eria
ls fo
r cu
rric
ulum
inte
grat
ion
yes
nono
sam
ple
activ
ities
.yes yes
.no
no,y
es yes
nono
,yes ye
s.y
es yes
sam
ple
serv
ice
deliv
ery
form
sye
sno
yes
.yes ye
sno
noye
sye
sst
anda
rds
for
syst
em u
seye
sno
yes
yes
noye
sye
sst
atem
ent o
f sys
tem
rel
atio
nshi
p to
,yes
NO
ICC
sta
ndar
dsno
noye
sye
sye
sno
nono
syst
em d
esig
n pr
oces
sye
sno
.yes
,yes
.yes
no.n
o.n
osy
stem
ove
rvie
w.
.
com
pone
nt/m
odul
e ov
ervi
ew,y
es.y
esye
sye
sye
sov
ervi
ew o
f pat
hway
s/ro
utes
yes
yes
.yes ye
s.y
es yes
yes
:yes
yes
.yes ye
s
syst
em/fe
atur
e up
date
sno
noye
sye
sno
yes
yes
yes
theo
retic
al b
asis
for
syst
em
desi
gn/u
seno
noye
sye
sno
yes
yes
trai
ning
by
com
pone
nt/m
odul
eye
sno
yes
yes
.yes yes
noye
sye
sus
e of
sys
tem
-rel
ated
ass
essm
ent
inve
ntor
ies
yes
noye
sye
sye
sno
yes
yes
user
cha
ract
eris
tics
for
coun
selo
raw
aren
ess
yes
noye
sye
sno
nono
no
user
nee
ds a
nd s
yste
m u
se o
ptio
nsye
sye
sye
sye
sno
no:y
esye
s
usin
g pr
into
uts
in c
ouns
elin
gye
sno
yes
yes
nono
nono
Site
adm
inis
trat
or.
.
choo
sing
the
best
loca
tion
yes
,no
yes
yes
noye
sye
s
sche
dulin
gno
noye
sye
s:n
o nono
nono
sele
ctin
g/tr
aini
ng d
irect
ser
vice
rovi
ders
esno
yes
yes
nono
nono
EE
4 r)
Pag
e 36
GIS
17
GIS
IIS
PV
IS
nono
:no
no
I
no.n
ono
,yes
..
.
nono
yes
-no
nono
.yes
nono
:no
yes
:no
.yes
.yes
no.n
ono
nono
'yes
nono
.yes
:yes
nono
nono
nono
nono
,no
,no
.yes
.no
..
.yes
yes
.yes
,yes
nono
yes
,yes
nono
yes
_yes
nono
yes
yes
nono
yes
no
nono
yes
no
nono
yes
nono
noye
sye
sno
noye
sno
.
nono
noye
sno
nono
no
nono
nono
4
Tab
le 3
: Com
paris
on o
f Sup
port
Mat
eria
lsan
d S
ervi
ces
Ava
ilabl
e fr
om D
evel
oper
s
Sup
port
Mat
eria
ls &
Ser
vice
sC
ISC
VC
HC
HC
TC
LEC
T C
OIN
DC
AO
HS
GIS
17
GIS
IIS
PVIS
syst
em im
plem
enta
tion/
inte
grat
ion
proc
esse
sye
sno
yes
no'n
oye
sye
sno
nono
yes
syst
em p
rom
otio
n to
sta
ff:y
esno
.yes yes
yes
.no
noye
sye
s:n
ono
:no
no
Tec
hnic
al.
..
..
.
inst
alla
tion
inst
ruct
ions
yes
:yes
:yes
yes
:yes
yes
yes
...ye
s:y
es:y
es:y
es:y
es
loca
lizat
ion
inst
ruct
ions
noye
sye
sno
yes
;yes
yes
nono
yes
no
oper
atin
g in
stru
ctio
ns.y
es yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
proc
edur
es fo
r de
mon
stra
tion
no:y
es noye
sye
sno
:yes no
:no
nono
nono
no
tech
nica
l ser
vice
req
uest
pro
cedu
res
yes
nono
nono
yes
yes
nono
yes
yes
trou
ble
shoo
ting
yes
yes
yes
yes
:yes ye
sno
nono
yes
1 ye
sye
s;n
o
New
slet
ter
Info
rmat
ion/
upda
tes
noye
sno
yes
.yes
yes
:yes
yes
'yes
Res
earc
h &
dev
elop
men
tno
:yes ye
s:y
es yes
.yes
noye
s:y
es;y
es yes
;yes
yes
.yes
.yes
Vid
eota
pe.
..
..
Pub
licat
ion
date
nono
1992
1992
nono
'199
0(4
1 19
9019
91.19
9319
92no
Ass
essm
ent i
nven
torie
sno
nono
nono
noye
s;y
esno
.no
nono
Car
eer
stag
es/d
evel
opm
ent
nono
yes
yes
nono
nono
nono
nono
Con
tent
ove
rvie
wno
noye
s(5
):y
esno
no:y
es:y
esye
sno
Cou
nsel
ing
scen
ario
sno
noye
sno
no!y
esye
s:y
es yes
:yes ye
s;y
esno
Cou
nsel
or tr
aini
ngno
noye
s:y
es yes
nono
;yes
yes
yes
;yes
yes
no
Dai
ly o
pera
ting
proc
edur
esno
noye
s.y
esno
noye
sye
sno
nono
no
Dat
abas
e/de
velo
pmen
t pro
cedu
res
..
..
..
info
rmat
ion
upda
te c
ycle
nono
yes
;no
no;y
es;n
o
educ
atio
nal i
nfor
mat
ion
sour
ces
nono
yes
.yes ye
s:n
ono
:no no
no:y
esno
;no
;no
no
finan
cial
aid
sou
rces
nono
yes
yes
:no
nono
:no
nono
:no no
nono
occu
patio
nal i
nfor
mat
ion
sour
ces
nono
yes
nono
:no
Dem
onst
ratio
n of
inst
alla
tion
proc
edur
esno
no
:yes no
nono
:no no
:no ye
sye
s
:no no
no
:no no
:no no
Inte
grat
ing
of s
oftw
are
into
cou
nsel
ing
serv
ices
nono
yes
yes
nono
yes
yes
yes
yes
yes
no
Loca
lizat
ion
proc
edur
esno
noye
sye
sno
noye
sye
sno
nono
no
Pot
entia
l set
tings
for
syst
em u
seno
noye
sye
sno
noye
sye
sno
nono
no
ft J ;)
Pag
e 37
f
Tab
le 3
: Com
paris
on o
f Sup
port
Mat
eria
ls a
ndS
ervi
ces
Ava
ilabl
e fr
om D
evel
oper
s
Sup
port
Mat
eria
ls &
Ser
vice
sC
ISC
VC
HC
HC
TC
LEC
T C
OIN
DC
AD
NS
GIS
17
GIS
IIS
PV
IS
Rev
iew
of s
uppo
rt m
ater
ials
/gui
des
nono
yes
yes
nono
nono
noye
sno
no
Sim
ulat
ed c
ompu
ter
scre
ens
used
for
syst
em d
emon
stra
tion
nono
yes
yes
nono
yes
.yes
noye
sye
sno
Sys
tem
pro
mot
ion
for
staf
f/pot
entia
lus
ers
nono
yes
yes
nono
nono
noye
sno
no
Tec
hnic
al s
uppo
rt n
umbe
rno
noye
sye
sno
noye
sye
sye
sno
no
The
oret
ical
bas
is o
f sof
twar
eno
noye
sye
sno
yes
yes
no.y
es noye
sno
Usi
ng c
ouns
elor
/adm
inis
trat
ive
repo
rts
nono
yes
yes
no.n
o no.y
esye
sno
nono
no
Dem
onst
ratio
n R
esou
rces
Dem
onst
ratio
n di
sk o
r de
mon
stra
tion
vide
o fo
r so
ftwar
e ev
alua
tion
and
/or
publ
ic r
elat
ions
yes
noye
sye
sno
yes
yes
yes
yes
yes
yes
no
Cou
nsel
or/A
dmin
istr
ator
Rep
orts
Iden
tific
atio
n of
use
rsno
noye
sye
sye
sno
yes
yes
nono
nono
Use
r ch
arac
teris
tics
noye
sye
sno
yes
noye
sno
Use
of s
yste
m c
ompo
nent
s
.no yes
noye
sye
sye
s.n
o noye
s.y
es yes
.no ye
sye
sye
sye
s
Use
r ev
alua
tion
of th
e sy
stem
nono
nono
nono
yes
yes
nono
yes
yes
Tot
al p
rofil
e of
sys
tem
use
by
com
pone
nt/m
odul
eye
sno
yes
yes
yes
noye
sye
sno
noye
sno
Tec
hnic
al S
uppo
rt fo
r In
stitu
tions
By
phon
eye
sye
sye
sye
sye
sye
sye
sye
sye
sye
sye
sye
s
Tra
inin
g fr
om th
e D
evel
oper
On-
site
trai
ning
(6)
yes
yes
yes
noye
sye
sye
sye
sye
sye
s
Nat
iona
l/reg
iona
l/sta
te c
onfe
renc
es.y
es yes
yes
yes
yes
noye
sye
sye
sye
sye
s.y
es yes
yes
Urb
Pag
e 38
Tab
le 3
: Com
paris
on o
f Sup
port
Mat
eria
ls a
nd S
ervi
ces
Ava
ilabl
efr
om D
evel
oper
s
Not
e: (
1) F
eatu
res
rece
ivin
g a
"yes
" fo
r C
hoic
es a
nd C
hoic
es C
T c
anbe
prin
ted
from
the
on-li
ne v
ersi
on o
f the
pro
fess
iona
l man
ual.
A p
rinte
dve
rsio
n is
avai
labl
e up
on r
eque
st.
Not
e: (
2) C
olle
ge E
xplo
rer
only
.
Not
e: (
3) D
ates
may
indi
cate
sup
plem
enta
l rev
isio
ns a
s op
pose
d to
com
plet
e m
anua
l rev
isio
n.
Not
e: (
4) 1
990
vide
o de
als
with
DIS
CO
VE
R c
onte
nt s
cree
n by
scr
een;
1988
vid
eo-
Inst
alla
tion
and
Ope
ratio
n; 1
986
vide
o- T
heor
etic
al B
asis
for
Mod
ules
and
Sys
tem
Fea
ture
s re
ceiv
ing
a "y
es"
in th
is c
ateg
ory
vary
am
ong
the
thre
e vi
deos
. Ple
ase
chec
k w
ith d
evel
oper
s.
Not
e: (
5) F
or C
hoic
es a
nd C
hoic
es C
T v
ideo
tape
, con
tent
ove
rvie
w is
colo
r-co
ded
to d
iffer
entia
te IB
M a
nd M
acin
tosh
com
pute
r sy
stem
s.
Not
e: (
6) T
rain
ing
varie
s by
sta
te
Pag
e 39
Tab
le 4
: Com
paris
on o
f Cos
ts
Fea
ture
CIS
CV
CH
CH
CT
CLE
CT
CO
IND
CA
.DH
SG
IS 1
7G
IS II
SP
VIS
Sof
twar
e Li
cens
e (1
yea
r)S
yste
m(1
)85
0(2
).1
000
(3)
1150
(4)
:135
0(5
)90
0(6
)99
5(7
)18
50(8
).1
850
(9)
.109
5(1
0) 1
1095
(11
) :1
475
(12)
450
(13
)
Sup
port
Mat
eria
lsC
onsu
mab
le (
assu
mes
500
use
rs p
er
year
)(1
4).
(15)
,35
5 ,
,35
5 ,
(161
(in(1
E0
user
gui
denc
nanc
ncna
nana
nanc
na
Har
ringt
on-O
'She
a C
DM
nana
nana
.na
nana
:na
759
(19)
759
(2 °
)na
na
tem
pera
men
t sur
vey
nana
na.n
a.3
72(2
1).n
ana
.na
nana
nana
Tec
hnic
al S
uppo
rt80
0#80
0#.8
00#
800#
1800
#80
0#.8
00#
800#
1800
#:8
00#
.800
#.8
00#
Tra
inin
g fr
om th
e D
evel
oper
Nat
iona
l/reg
iona
l con
fere
nce/
wor
ksho
pre
gist
ratio
n fe
e(2
2)nc
ncnc
ncna
ncnc
ncnc
nc$2
5 nc
SU
B-T
OT
AL
CO
ST
SO
ne y
ear
softw
are
licen
se$8
50$1
,000
$1,1
50$1
,350
$900
$995
$1,8
50
Opt
iona
l cos
ts w
ithou
t con
stan
ts
supp
ort m
ater
ials
(23)
$0$0
$355
$355
:
$350
$0$0
conf
eren
ce r
egis
trat
ion
fees
(24)
$0$0
$0:
$0$0
$0$0
$0$0
$355
$355
$350
$0$0
subt
otal
TO
TA
L C
OS
TS
$850
$1,0
00$1
,505
$1,7
05$1
,250
$995
$1,8
50
Pag
e 40
$1,8
50 1
$1,0
95$1
,095
$1,4
75$4
50
$0$7
59$7
59$0
$0
$0$0
$0$2
5$0
$0$7
59$7
59 '
$25
$0
$1,8
50$1
,854
$1,8
54$1
,500
$450
Tab
le 4
: Com
paris
on o
f Cos
ts
Not
e: (
1) S
ome
cost
s ar
e co
nsta
nt a
cros
s al
l sys
tem
s, s
uch
as h
ardw
are
and
hard
war
em
aint
enan
ce; s
uppl
emen
tal c
aree
r in
form
atio
n re
sour
ces;
sup
plie
s (p
aper
& p
rinte
r su
pplie
s); f
acili
ties
(phy
sica
l ren
ovat
ion
and
com
pute
r fu
rnitu
re, i
fnec
essa
ry);
sta
ff tim
e ne
cess
ary
for
deve
lopi
ng a
nd in
putti
ng lo
cal
occu
patio
nal,
educ
atio
nal a
nd s
ervi
ce d
eliv
ery
info
rmat
ion,
and
dev
elop
ing
orga
niza
tion-
spec
ific
supp
ort m
ater
ials
; and
con
fere
nce
trav
el e
xpen
ses
rela
ted
to s
taff
trai
ning
. App
ropr
iate
con
stan
t cos
ts s
houl
d be
incl
uded
in a
nyca
lcul
atio
n of
tota
l CA
CG
exp
ense
s fo
r an
org
aniz
atio
n. O
nly
feat
ures
whe
re c
osts
appl
y ar
e in
clud
ed in
this
tabl
e. R
efer
to T
able
3 fo
r a
com
plet
e lis
ting
of a
ll su
ppor
tmat
eria
ls a
nd s
ervi
ces
that
are
ava
ilabl
e fr
om th
e de
velo
pers
.
Not
e: (
2) A
vera
ge e
stim
ated
cos
t per
site
for
CIS
sta
tes.
Thi
s ex
clud
es th
e co
st o
f the
optio
nal H
igh
Sch
ool C
urric
ulum
Pla
nner
.
Not
e: (
3) U
nlim
ited
site
lice
nse
with
in o
ne in
stitu
tion.
Vol
ume
and
stat
e di
scou
nts
are
avai
labl
e. N
egot
iate
d lo
wer
pric
es fo
r la
rge
mul
ti-si
te c
ontr
acts
are
poss
ible
. No
addi
tiona
l cos
ts fo
r ne
twor
ks.
Not
e: (
4) U
nlim
ited
site
lice
nse
with
in o
ne in
stitu
tion.
$98
5 an
nual
ly fo
r th
ree
year
lice
nse.
Vol
ume
and
stat
e di
scou
nts
are
avai
labl
e. N
egot
iate
d lo
wer
pric
es fo
r
larg
e m
ulti-
site
con
trac
ts a
re p
ossi
ble.
Not
e: (
5) $
1100
ann
ually
for
thre
e ye
ar li
cens
e. V
olum
e an
d st
ate
disc
ount
s ar
e av
aila
ble.
Unl
imite
d si
te li
cens
e w
ithin
one
inst
itutio
n. N
egot
iate
d lo
wer
pric
es fo
r
larg
e m
ulti-
site
con
trac
ts a
re p
ossi
ble.
Not
e: (
6) C
LEC
T is
pur
chas
ed a
s op
pose
d to
bei
ng le
ased
. Sel
ecte
d m
odul
es m
ay b
e pu
rcha
sed
asfo
llow
s: O
ccup
atio
nal S
earc
h M
odul
e =
$20
0; O
ccup
atio
nal
Info
rmat
ion
Mod
ule
= $
250;
Col
lege
Mod
ule
= $
200;
Voc
atio
nal S
choo
l Mod
ule
= $
200;
Fin
anci
alA
id M
odul
e =
$20
0. M
odul
es 1
and
2 m
ust b
e of
the
sam
e ed
ition
to fu
nctio
n pr
oper
ly. V
olum
e di
scou
nts
are
avai
labl
e.
Not
e: (
7) U
nlim
ited
site
lice
nse
with
in o
ne in
stitu
tion.
Dis
coun
ts m
ay b
e av
aila
ble
for
stat
esan
d m
ulti-
site
con
trac
ts. I
nclu
des
the
cost
of t
he C
AS
HE
sys
tem
.
Not
e: (
8) S
econ
d sy
stem
at o
ne s
ite =
$11
50; t
hird
sys
tem
at o
ne s
ite =
$60
0; a
dditi
onal
sys
tem
s -
nofe
e. S
ingl
e co
pies
of u
ser
and
syst
em s
uppo
rt m
ater
ials
prov
ided
with
sys
tem
leas
e. A
dditi
onal
cop
ies
avai
labl
e at
ext
ra c
ost f
rom
the
deve
lope
r or
by u
ser
repr
oduc
tion.
Dis
coun
ts a
vaila
ble
for
inF
titu
tions
with
300
or fe
wer
stu
dent
s.
Not
e: (
9) S
econ
d sy
stem
at o
ne s
ite =
$11
50; t
hird
sys
tem
at o
ne s
ite =
$60
0; a
dditi
onal
sys
tem
s no
fee.
Sin
gle
copi
es o
f use
r an
d sy
stem
sup
port
mat
eria
ls
prov
ided
with
sys
tem
leas
e. A
dditi
onal
cop
ies
avai
labl
e at
ext
ra c
ost f
rom
the
deve
lope
r or
by
user
repr
oduc
tion.
Dis
coun
ts a
vaila
ble
for
scho
ols
with
300
or fe
wer
stu
dent
s.
Not
e: (
10)
Unl
imite
d si
te li
cens
e w
ithin
one
inst
itutio
n. V
olum
e an
d st
ate
disc
ount
s ar
e av
aila
ble.
No
addi
tiona
l cos
ts fo
r ne
twor
ks. O
ne s
tate
voc
atio
nal f
ile
prov
ided
at n
o ch
arge
. Opt
iona
l sta
te v
ocat
iona
l file
s =
$24
eac
h A
3%
shi
ppin
g an
dha
ndlin
g co
st w
ill b
e ad
ded
to th
e lic
ense
fee.
Not
e: (
11)
Unl
imite
d si
te li
cens
e w
ithin
one
inst
itutio
n. V
olum
e an
d st
ate
disc
ount
s ar
e av
aila
ble.
No
addi
tiona
l cas
ts fo
r ne
twor
ks. O
ne s
tate
voc
atio
nal c
harg
e
prov
ided
at n
o ch
arge
. Opt
iona
l sta
te v
ocat
iona
l file
s =
$24
eac
h. A
3%
shi
ppin
g an
d ha
ndlin
g co
stw
ill b
e ad
ded
to tn
e lic
ense
fee.
P-7
()I
oiP
age
4174
Tab
le 4
: Com
paris
on o
f Cos
ts
Not
e: (
12)
2 ye
ar le
ase
= $
1275
; 3 y
ear
leas
e =
$11
75; e
ach
addi
tiona
l sys
tem
= $
875
per
year
. Vol
ume
disc
ount
s an
d ne
twor
k si
te li
cens
edi
scou
nts
are
avai
labl
e.
Not
e: (
13)
Sta
te d
isco
unts
are
ava
ilabl
e.
Not
e: (
14)
The
se c
osts
tend
to b
e on
goin
g ea
ch y
ear
and
vary
with
the
num
ber
of u
sers
. Thi
s an
alys
is a
ssum
es 5
00 u
sers
per
yea
r.
Not
e: (
15)
nc =
No
char
ge
Not
e: (
16)
na =
Not
ava
ilabl
e fr
om th
e de
velo
per
at th
is ti
me.
Not
e: (
17)
Incl
udes
500
Cho
ices
pro
files
at $
25 p
er 5
0 =
$25
0 pl
us90
reus
able
Cho
ices
Gui
des
at $
35 p
er 3
0 =
$10
5 fo
r bo
th C
hoic
es a
nd C
hoic
es C
T. T
his
assu
mes
that
90
Gui
des
are
nece
ssar
y to
effe
ctiv
ely
use
500
prof
iles.
Not
e: (
18)
See
pre
viou
s fo
otno
te.
Not
e:(19)
Opt
iona
l cos
t: H
arrin
gton
-O'S
hea
CD
M s
oftw
are($399);
Inte
rpre
tive
fold
er($360 -
$18
per
25 c
opie
s).
Not
e: (
20)
Opt
iona
l cos
t: H
arrin
gton
-O'S
hea
CD
M s
oftw
are($399);
Inte
rpre
tive
fold
er (
$360
- $
18 p
er 2
5 co
pies
).
Not
e: (
21)
Opt
iona
l cos
t ($2
1.90
per
30
copi
es)
Firs
t 30
copi
es p
rovi
ded
free
of c
harg
e.
Not
e: (
22)
Opt
iona
l cos
t (w
here
fees
app
ly)
for
one
pers
on to
atte
nd a
con
fere
nce/
wor
ksho
p.
Not
e: (
23)
The
se c
osts
tend
to b
e on
goin
g ea
ch y
ear
and
vary
with
the
num
ber
of u
sers
(th
is a
naly
sis
assu
mes
500
use
rs/y
ear)
.
Not
e: (
24)
The
se c
osts
tend
to v
ary
acco
rdin
g to
the
num
ber
of s
taff
bein
g tr
aine
d, s
taff
turn
over
, and
the
need
for
upda
ted
trai
ning
due
tom
ajor
cha
nges
inso
ftwar
e de
sign
.
76P
age
42
Table 5: Comparison of System Content (Jr. High/Middle School)
S stem Content CHJr CLECTJR COINJr DJH VISIONS
Introduction
Orientation to function keys (1) no no no yes yesOverview of system content yes no no yes yesOrientation/Exploration of world of work yes no no .yes yes
Assessment
Capacity to complete paper-and-pencilversion of on-line assessment prior tocomputer use (2) yes yes no yes yesCapacity to input scores from paper-and-pencil administration of standardizedinstruments (3)
ACT Career Planning Program no no yes .yesCalifornia Achievement Tests no no
.nono yes yes
Harrington O'Shea CDM no no .yes .yesCareer Occupational Preference Survey no no
.nono yes
ComprehensiveTests of Basic Skills no no no.yes
yesIowa Tests of Basic Skills no no no
.yes
.yes yesMetropolitan Achievement Test no no no yes .yes
. SRA Achievement Test no no no yesStanford Achievement Test no no no yes
.yesyes
Identifying Occupational Alternatives
Capacity to select specific variables foridentifying occupational alternatives
.
abilities/skills/activitiesapprenticeship programsaptitudesbase occupationcareer clusters/fieldseducation and traininggrades/test scoreshigh school classesinterests/fields of knowledgetemperaments
Obtaining Occupational Information
yes no.
no yesno no nono no
.yesno yes
no no yes noyes no yes yesyes (4) yes ,yesno
.yesno no yes
yes no yes noyes yes no yesno yes no no
.
yesnoyesno.yesyesyesno
.yesno
Capacity to access occupational titlesalphabetically without inputting codenumbers (5) yes no yes no noMultiple sources used to developoccupational information yes no yes yes yesCycle for updating of salary andem oyment outlook data (in months) var (6) 48 var annual annual
Page 437
Table 5: Comparison of System Content (Jr. High/Middle School)
System Content CHJr CLECTJR COINJr DJH VISIONS
Cycle for updating all other occupationalinformation (in months)Information provided:.._ ...... . .
categorical informationDOT codeOES codeSOC number/fields of workHolland Code .
World-of-Work map affiliation/data-people.- things -ideas clusters
. . .
advancement/promotion opportunities.._ _..aptitudes required
_. .._.... .. ...career ladderemployment outlookeducational requirements... _._ ..._fringe benefitsinterest fields/likes-dislikesmethods for entrynecessary tools & equipmentopportunities for experienceother requirements:
experience/licensing/certificationpersonal qualities/temperamentsphysical demands /strengthrelated information...apprenticeship programseducational majors/programsmilitary occupationsoccupations/specialties
salaryaveragebeginningrangetop
skills requiredsuggested high school courses/programstraining pathways/specific occupational
trainingwhere to find more informationwork tasks/activitieswork setting/environment/special
conditionsNumber of occupations includedNumber of related job titles
Educational Planning
Capacity to link high school courses torelated occupations
_var
.
nononono
nonoyesno....noyesno
.yesnonono
noyesyes
no.nono
. no
noyesyes
.yesyes:yes
nonoyes
yes252 (7)
3500
yes
48
nononono
nonono
...nononononononono
nonono
.
nonoyes
.no
.
nononononono
nonono
no700+2100+
no
12
yesyesyesyes
.yesyesyesyesyesyesyesyesyesyesyes
.yesyesyes
.
yes,yesyesyes
.
yes_yes
yesyesyesyes
yes.yes.yes
yes3411300
yes
36
:nononono
yesnonono
. .
no.yesnononono
. .
.nonono
.
no_.yes
no.no
..nonoyesnono.yes
nonoyes
no4970
yes
12
..nono
nono
yesnononoyesnononononono
nono
. ..nonono
.yesnonononoyesnononoyes
yesnoyes
yes4970
yes
Table 5: Comparison of System Content (Jr. High/Middle School)
System Content CHJr CLECTJR COINJr DJH VISIONS
Capacity to plan a high school curriculumon the basis of educational & career goals(8) no no no yes yes
Comparison of grades to job clusterrequirements no no no yes yes
Development of an educational action plan no no yes yes yes
Outline of courses required for graduation no no no yes yes
Decision Making
On-line description of a career decision-making model .yes no no yes no
User Exit
Completing a brief on-line anonymousevaluation questionnaire (optional) no no no yes .yes
Local Data Option
Capacity to integrate local data into thesystem no no no yes yes
Page 45 79
Table 5: Comparison of System Content (Jr. High/Middle School)
Note: (1) CACG abbreviations include:
CHJr = Choices for Junior High and Middle Schools (Careerware-ISM Systems Corporation, 1992);CLECTJR = CLECT JR (Chronicle Guidance Publications, Inc., 1993); COINJR = COIN for Junior Highand Middle Schools (COIN Educational Programs, 1992); DJH = DISCOVER for Junior High & MiddleSchools (American College Testing Program, 1992); and VISIONS = VISIONS for Middle Schools(American College Testing Program, 1992).
Note: (2) Potentially reduces the amount of time the user spends at the computer.
Note: (3) The user completes a paper-and-pencil administration of a standardized instrument prior to computeruse.
Note: (4) Entry of off-line assessment results required in order to search by education and training, interests, andtemperament variables.
Note: (5) Some information provided by VISIONS is Maryland-specific.
Note: (6) var = Variable schedule for information updating depending on when total software revisions arecompleted (approximately every 1 to 3 years).
Note: (7) Occupational clusters
Note: (8) Requires local data entry
Page 46S
Table 6: Comparison of User Friendly Features (Jr. High/Middle School)
User Friendly Features CHJr CLECTJR COINJr DJH VISIONS
Analogous color scheme video displays (1) yes no yes yes yes
Multi-colored graphic enhanced screendisplays yes no yes yes yes
System content color-coded (2) no no yes no no
Sound effects yes no no yes yes
Upper/lower case characters yes no yes yes yes
Special purpose function/alt keysback-up function Esc (3) yes .yes yes yes
locate position in the system no no no yes yes
previous item back-up (on-line assessmentinstruments only) no no no yes yes
print screen no yes yes yes yes
quick exit no yes yes yes
repeat instructions/help.Escno no .yes yes
Menu driven screen sequencing yes no yes.yesyes yis
Main menu indicates completedcomponents/modules no no no yes yes
Preliminary operating instructions yes no no yes yes
Prompting for user input yes yes yes yes yes
User controlled access to system content yes yes yes yes yes
User data maintenance capabilities. . ..
user data delete option no no no yes yes
password protection for user data no no no yes (4) yes
Data collection for accountability andresearch
data on system useaggregate no no no yes
individual no no no.yesyes yes
demographic data. .
aggregate no no no yes yes
individual no no no yes yes
user satisfaction data no no no
Introductory instruction omitted forexperienced users yes no no
.yes
yes
.yes
yes
Purpose of each component/moduleexplained yes no no yes
Summary screen display/printout for eachcomponent/module no no no yes
.yes
yes
User memory record (system capability tostore user data between sessions)component/module into anothercomponent/module
no
no
no no
no no
yes
yes
yes
yes
Apple version available yes yes yes yes yes
Macintosh version available yes no yes no no
Conversation summary supplied yes no no no no
Name added to printout yes no no no yes
Page 47
Siu
Table 6: Comparison of User Friendly Features (Jr. High/Middle School)
Note: (1) Assumes United States software versions on IBM compatible microcomputers unless otherwise noted
Response time after data input varies among computers depending on type of processor, clock speed, memory
available, and hard disk access speed. Video display (monitor) screen resolution (sharpness) varies with different
monitors and display interfaces, with Super VGA, VGA, EGA formats providing better resolution that CGA formats
Note: (2) Color coding of instruction/error messages and display backgrounds to match system content.
Note: (3) Esc = Escape (Esc) key provides this function
Note: (4) Uses private number or social security num .1 place of password.
Page 48
Table 7: Comparison of Support Materials and Services Available from Developers (Jr. High/Middle
School)
Support Materials and Services CHJr CLECTJR COINJr DJH VISIONS
Support Materials for Users
Nonconsumable materialsuser guide/handbook yes lyes (1) no yes yes
list of occupations. .
ACT cluster no no no yes yes
alphabetical yes ,no yes
career fields/occ. groups,yesno no
,yesyes yes
similar occupations,yesyes yes no no no
list of high school courses by job clusters no no no yes no
poster - World-of-Work map no .no no yes yes
quick reference card for function keys no no no yes yes
tutorial yes no no no no
Consumable materials . .
user guide/handbook yes yes
activity checklist yes.yesyes .yes
,yesno
,yesno
workbook (assessment and actionplanning) no yes yes yes yes
Support Materials for Institutions
ManualPublication date 1992 1992 no date '1991 1993
Professional/paraprofessional. . .
administrative/research reports no no yes
counseling steps,yesno no no
,yesyes yes
important phone numbers yes yes yes yes yes
instructions for providing feedback todevelopers yes no no no no
list of occupationsalphabetical order yes yes no yes .yes
career fields/occ. groups yes no
most common occupations no.nono no
,yesno
.yesno
similar occupations yes yes no no
related to high school courses no no.nono yes no
related to levels of required education no no no
pilot test data no no no,yesyes
.yesyes
recommendations for integrating thesoftware into service delivery yes no no yes
system design process & assumptions yes yes no yes,yes,yes
system overviewcomponent/module overview yes
.
yes , yes yes
user needs & system use options yes no,yesno no no
using the printout in counselini., no no no yes yes
Page 49
Table 7: Comparison of Support Materials and Services Available from Developers (Jr. High/Middle
School)
Support Materials and Services CHJr CLECTJR COINJr DJH VISIONS
Site administratorchoosing the best location no no no yes yes
Technical ..
installation instructions _yes yes .yes _yes yes
localization instructions no no no yes yes
operating instructions .yes .y)s yes yes yes
references no no no yes yes
trouble shooting yes no no yes yes
Newsletter . .
Information/updates _yes yes yes yes yes
Research & development yes no yes yes ,yes. _
Videotape. .
.
Counselor training videotape no no no yes no
System installation videotape no no no yes no
Demonstration Resources
Demonstration disk or demonstration videofor software evaluation and/or publicrelations yes no yes yes yes
Counselor/Administrator Reports. .
Identification of users no no no yes yes
User characteristics _no _no .no _yes yes
List of students and tentative occupationalchoice (occupations explored) no no no yes yes
List of occupations/clusters and studentsselecting them no no no yes yes
List .f programs of study/courses andstudents selecting them no no no yes yes
Use of system components _no no no yes yes
User. eve', ation of the system no no no yes yes
Total profile of system use no no no yes yes
Letter to parents (customized for each user) no no no yes yes
Technical Support for InstitutionsBy phone
Training from the Developer
On-site trainingNational/regional/state conferences
yes yes yes yes _yes
yes no yes yes .yes
es no es es es
Table 7: Comparison of Support Materials and Services Available from Developers (Jr. High/Middle
School)
Note: (1) Information contained in the Career Profile Guide in lieu of presenting information in the system.
Page 51
0
Table 8: Comparison of Costs (Jr. High/Middle School)
Feature CHJr CLECTJR COINJr DJH VISIONS
Software Purchase
System (1)
Support Materials
$395 (2) $200 (3) $249 (4) ..$600 (5) $250 (6)
Consumable (assumes 500 users per year) (7)activity checklist r$106 (81 ,na (9) .na na na
workbook (assessment & action planning) na 447 (10) 477 °1) na nc (12)
Technical Support
Training from the Developer
800# ,800# 800# 800# 800#
National/regional conference/workshopregistration fee (13) nc nc nc nc nc
SUB-TOTAL COSTS
Software purchase $395 $200 I $249 $600 $250
Optional costs without constantssupport materials (14) $106 $447 $477 $0 $0
conference registration fees (15) $0 $0 $0 $0 $0
subtotal $106 $447 $477 $0 $0
TOTAL COSTS $501 $647 $726 $600 $250
84;
Page 52
Table 8: Comparison of Costs (Jr. High/Middle School)
Note: (1) Some costs are constant across all systems, such as hardware, and hardware maintenance;supplemental career information resources; supplies (paper & printer supplies); facilities (physical
renovation and computer furniture, if necessary); staff time necessary for developing and inputting local
occupational, educational, and service delivery information, and developing organization-specific support
materials; and conference travel expenses reltaed to staff training. Appropriate constant costs should be
included in any calculation of total CACG expenses for an organization. Only features where costs apply
are included in this table. Refer to Table 7 for z complete listing of all support materials and services that
are available from the developers.
Note: (2) Ore time cost (no annual software updates). Unlimited site license within one institution. Discounts are
available for software upgrades which occur approximately every 2 to 3 years.
Note: (3) One time cost (no annual updates). Unlimited site license within one institution.
Note: (4) One time cost (no annual software updates). Unlimited site license within one institution. Discounts areavailable for software upgrades which occur approximately every 2 to 3 years. Networking price = $299.
Note: (5) One time cost (no annual software updates.) Unlimited site license for one institution = $900. Single
copies of user and system supply materials provided with system lease. Additional copies available at
extra cost from developers or by user ieproduction. Multiple school district license = $550 per school.
Note: (6) Annual cost.
Note: (7) These costs tend to be ongoing each year and vary with the number of users (this analysis assumes
500 users/year).
Note: (8) Optional cost ($25 per 100 copies, over 500 ordered = $21.20 per 100)
Note: (9) na = Not available from the developer at present.
Note: (10) Optional CLECT JR workbook = .95 each, with the first 30 copies at no charge. Volume discounts
provided.
Note: (11) Optional cost for Career Exploration and Planning Guide = $1.95 per copy. Software is provided at
no cost with the purchase of 200 planning guides.
Note: (12) nc = No charge
Note: (13) Optional cost (where fees apply) for one person to attend conference/workshop.
Note: (14) These costs tend to be ongoing each year and vary with the number of users (tk isanalysis assumes
500 users per year).
Note: (15) These costs tend to vary according to the number of staff being trained, staff turnover, and the need
for updated training due to major changes in the software design.
Table 9
Availability of State-Specific Occupational Information in CACG Systems1
Software StatelTerritory /City2
Choices and Choices CT3 ArizonaCaliforniaColoradoDistrict V ColumbiaGuam *4.Florida *IndianaIowa *KansasLouisiana *MaineMississippi *Missouri *5New HampshireNew YorkNorth Dakota *Northern Mariana Islands *Pennsylvania *South DakotaUtah *Vermont *Wyoming
Career Information System (CIS) Alaska *CaliforniaColorado *Georgia *Hawaii *IdahoIllinois *Minnesota *Montana *Nebraska *Nevada *New York (City)Ohio *Oregon
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1 Current as of July 19942 California, Connecticut, New Hampshire, Massachusetts, New York, Texas, West Virginia, and theVirgin Islands have one or more computer-assisted career guidance systems in operation, but theState Occupational Information Coordinating Committee (SOICC) has not designated any as theRfficial state-wide computer-based career information delivery systems (CIDS).
Choices Jr has received SOICC recognition in Alabama, Guam, Florida, Indiana, Iowa, Louisiana,yaine, Mississippi, North Dakota, Norther Mariana Islands, Rhode Island, Utah, and Vermont.m. An asterisk (*) indicates official SOICC designation as a computer-based CIDS.5 Missouri Choices is based on Choices CT and is administered by the Missouri SOICC.
Software State/Territory/City
Career Visions
COIN
DISCOVER for Colleges and Adultsand DISCOVER for High Schools
GUIDANCE INFORMATION SYSTEM7
Version 17 and GIS II
TexasWisconsin *
CaliforniaIndianaMissouri6
OhioOklahoma *PennsylvaniaSouth CarolinaTexas
Texas
Alabama *Delaware *Maine *New Mexico *Rhode Island *
VISIONS Plus Maryland *
State-specific systems8
*
Arizona *Arkansas *Kentucky *Michigan *New Jersey *Puerto Rico *South Dakota *Tennessee *Virginia *Washington *Wyoming *
55
6 Missouri View is based on COIN and is administered by the Missouri Department of Education.7 Data on "Employment Potential" (emerging, established and growing, large and stable, small andstable, declining, and individual talent) is automati,ally available for each state nationwide. Angptional vocational-technical information file for each state is available at extra cost.° Includes computer-based CIDS with software and data that are unique to a particularstate/territory, or use computer-based CIDS with software that has been substantially modified froman original system.
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56
Table 10
CACG System Location, Data Base Origin, and Language 1
CACG System Location2 Data Base Origin Language
Career InformationSystem (CIS) USA (CIDS) USA State English
Career Visions USA (CIDS) USA State English
Choices Belgium Belgium FlemishFrench
Canada Canada EnglishCanada French
France France FrenchHungary Hungary HungarianLuxembourg Belgium FrenchNetherlands Netherlands DutchUSA USA EnglishUSA (CIDS) USA English
Choices CT Canada Canada EnglishCanada French
USA USA English
Choices Jr Canada Canada EnglishCanada French
USA USA English
Modular C-LECT USA USA English
C-LECT Jr. USA USA English
COIN USA USA EnglishUSA (CIDS) USA State English
COIN JR. USA USA English
DISCOVER for Collegesand Adults USA USA English
DISCOVER for High Canada 3 Canada EnglishSchools USA USA English
1 Current as of July 19942 Where appropriate, USA locations are designated as a Career Information Delivery System (seealso Table 9) or as a United States military installation. Unless otherwise noted, the system isavailable on a nation-wide basis. Systems available in multiple countries that use the country-of-grigin data base and language are omitted from this table.a Includes assessment components from DISCOVER for Colleges and Adults.
CACG System Location Data Base Origin Language
DISCOVER Special Ver. USA (Military) USA English
DISCOVER for JuniorHigh & Middle Schools USA USA English
GUIDANCE INFORMATION USA USA EnglishSYSTEM Version 17 USA (CIDS) USA State English
USA (Military) USA English
GIS 11 (GUIDANCE EnglishINFORMATION SYSTEM) USA (CIDS) USA State English
USA (Military) USA English
SIGI PLUS USA USA EnglishAustralia Australia English
VISIONS Plus USA (CIDS) USA State English
VISIONS (Jr High& Middle Sch) USA (CIDS) USA State English
Table 11
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Addresses and Phone Numbers of Computer-Assisted Career Guidance System Developers
CACG System Address and Phone Number
Career Information System (CIS)
Career Visions
ChoicesChoices CTChoices Jr
MODULAR C-LECTC-LECT Jr.
COINCOIN JR.
DISCOVER for Colleges and AdultsDISCOVER for High SchoolsDISCOVER for Junior High &Middle Schools
VISIONS PlusVISIONS (Jr High & Middle Sch)
GUIDANCE INFORMATION SYSTEM VersionGIS II (Guidance Information System)
SIGI PLUS
National Career Information SystemUniversity of Oregon1177 Pearl StreetEugene, OR 97401-3527(503) 346-3872
Wisconsin Career Information SystemCenter on Education and WorkUniversity of Wisconsin-Madison1025 West Johnson StreetMadison, WI 53706(800) 442-4612
Careerware: ISM Systems Corp.2220 Walk ley RoadOttawa, Ontario K1G 5L2CANADA(800) 267-1544
Chronicle Guidance Publications, Inc.66 Aurora StreetP.O. Box 1190Moravia, NY 13118-1190(800) 622-7284
COIN Educational Products3361 Executive Parkway, Suite 302Toledo, OH 43606(800) 274-8515
American College Testing ProgramACT Educational Technology CenterSchilling Plaza South230 Schilling CircleHunt Valley, MD 21031-1107(800) 645-1992
17 Riverside Publishing CompanyAttention: GIS8420 Bryn Mawr AvenueChicago, IL 60631(800) 323-9540
Educational Testing ServiceCenter for Occupational andProfessional Assessment
Princeton, NJ 08541(800) 257-7444
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