A study was conducted to determine educators' opinions about what students must know and/or be able to do to graduate from high school and the blend of academic and vocational education courses that should be used for the achievement of the learning outcomes. Using a survey form developed for the project, data were collected from administrators, counselors, and teachers in Area Vocational Technical Schools (AVTSs) in eastern Pennsylvania and from a similar population of educators who send students to the AVTSs. A total of 2,138 educators were surveyed, with 1,089 usable returns. Data were subjected to factor analysis, Mann-Whitney U, and Chi Square tests. Results of the factor analysis yielded 9 factor groupings from the 66 educational outcome statements included on the survey instrument: general academic skills, technical skills, occupational survival skills, job search skills, affective job skills, basic skills, higher order skills, entrepreneurial skills, and "not named." Results of the Mann-Whitney U analysis identified patterns unique to the school setting of the respondents. The degree of emphasis ratings given to vocational or career-related outcome statements by AVTS respondents were higher than the ratings given to the same outcome statements by comprehensive high school respondents, and the degree of emphasis ratings given to the more academic outcome statements were higher for the comprehensive high school educators than the AVTS respondents. Chi square analysis identified most frequently a configuration that emphasized equal vocational and academic involvement. The study recommended that the skills groupings and emphases be used in formulating statements of academic and vocational goals and instructional strategies. (The report includes the following appendixes: quality goals, correspondence, and survey instrument. Contains 17 references.) (KS)