The purpose of the study was to investigate the extent school districts use: (1) vocational advisory committees, (2) community surveys, (3) school placement services, and (4) the relationship of these factors to selected outcomes and inputs of trade and industrial education programs in Ohio. Selected outcomes and inputs included: number of graduates placed in employment, occupational achievement test scores attained by seniors, degree of success graduates experience in meeting licensing requirements, percentage of teacher turnover, number of students desiring a trade and industrial education program, and the number of trade and industrial education program offerings in each school. Nine hypotheses were postulated, and a survey instrument developed and mailed to 165 teachers with a return of 78 percent. Major conclusions and recommendations included: (1) The relative activeness of an occupational advisory committee reflected the size of the budget apportioned for consumable supplies and the recency of community surveys, (2) The relative recency of community surveys reflected the size of the budget apportioned for consumable supplies and the success of graduates in obtaining employment, and (3) Well-defined, in-school, placement services were not in general use. (Author)