A great deal of work has been done with general education (essential skills)assessment instruments and correlation of them to success in specific programs. Psychometricians (PhDs) perform this work by designing them and running the statistical data. Some challenges of the vocational or technical programs ("career college")are weaknesses in English and math. Many students are not primarily English speakers. (They are "English as a second language" individuals.) Many come from "at risk" homes and inner city environments with many social-economic issues. These tests can identify individuals who are not properly suited for the desired program. Some students can then be diverted to other programs and remediation. I have observed some individuals attempt to enroll in vocational (practical) nursing programs but not be able to pass the admission (general education/essential skills) assessment. Many of them have been directed to Medical Assisting programs instead of the VN. I have observed many of these students complete the MA program and then the vocational nursing program. (That is an expensive route but an effective one.) More work needs to be done in the area of "bridging" general educational remediational needs with the admission process (assessment of essential skills). Another thought on the general edication process: it clearly provides support for students with defective essential skills backgrounds so that they can be successful in the career program. Unfortunately, not all programs can contain that element. An example is vocational nursing. That makes "up front" (admission) assessment critical. David Leon Cooper, MS (Ed Adm)