A project regarding the interpretability of data on vocational education outcome data was done (1) to determine how different definitions of the vocational student and relatedness of training to employment might affect the interpretability of vocational education impact data; (2) to synthesize the current literature and approaches measuring job satisfaction and job performance; (3) to prepare a handbook on vocational education measures; (4) to prepare position papers on the sociopolitical issues underlying the interpretability issue; and (5) to hold a national conference to share the results of the aforementioned activities. The project conclusions include the following: vocational education program outcomes need to be closely linked to the values of individuals and groups concerned with vocational education; the originators of data concerning the outcomes of vocational education--the local education agencies--must be the users of the data in order for ultimate improvements in vocational education to result; in general, placement data are not collected systematically with an emphasis on precision and accuracy; and quality of instruction, relevance of program, impact of program, and individual transition and growth represent four categories of possible criteria for which vocational education might be held accountable. (This report includes a case study of differences in job placement rates reported by states, and the presentations and reactions at the national conference, including three commissioned project papers.) (EM)