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Under Perkins V, states are required to report annually on the following core indicators of performance. States are also required to report disaggregated data on the performance of students by gender, race/ethnicity, special population categories, and career clusters.
Special Population Categories
(48) SPECIAL POPULATIONS. –The term 'special populations' means—
(A) individuals with disabilities;
(B) individuals from economically disadvantaged families, including low-income youth and adults;
(C) individuals preparing for non-traditional fields;
(D) single parents, including single pregnant women;
(E) out-of-workforce individuals;
(F) English learners;
(G) homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a);
(H) youth who are in, or have aged out of, the foster care system; and
(I) youth with a parent who -
(i) is a member of the armed forces (as such term is defined in section 101 (a)(4) of title 10, United States Code); and
(ii) is on active duty (as such term is defined in section 101(d)(1) of such title).
(J) migrant students (secondary only)
Click on the indicators to see more information.
Secondary Level:
- 1S1: Four-Year Graduation Rate
- 1S2: Extended-Year Graduation Rate
- 2S1: Academic Proficiency in Reading/Language Arts
- 2S2: Academic Proficiency in Mathematics
- 2S3: Academic Proficiency in Science
- 3S1: Post-Program Placement
- 4S1: Non-traditional Program Concentration
- 5S1: Program Quality – Attained Recognized Postsecondary Credential
- 5S2: Program Quality – Attained Postsecondary Credits
- 5S3: Program Quality – Participated in Work-Based Learning
- 5S4, 5S5, 5S6...: Program Quality – Other
1S1: Four-Year Graduation Rate
The percentage of CTE concentrators who graduate high school, as measured by the four-year adjusted cohort graduation rate defined in section 8101 of ESEA.
1S2: Extended-Year Graduation Rate
(At the State’s discretion) The percentage of CTE concentrators who graduate high school, as measured by extended-year adjusted cohort graduation rate defined in section 8101 of the ESEA.
2S1: Academic Proficiency in Reading/Language Arts
CTE concentrator proficiency in the challenging State academic standards adopted by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments in reading/language arts as described in section 1111(b)(2) of such Act.
2S2: Academic Proficiency in Mathematics
CTE concentrator proficiency in the challenging State academic standards adopted by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments in mathematics as described in section 1111(b)(2) of such Act.
2S3: Academic Proficiency in Science
CTE concentrator proficiency in the challenging State academic standards adopted by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments in science as described in section 1111(b)(2) of such Act.
3S1: Post-Program Placement
The percentage of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are employed.
4S1: Non-traditional Program Concentration
The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.*
*This means that a student gets counted under this indicator if individuals from their gender comprise less than 25 percent of the individuals employed in the related occupation or field of work.
5S1: Program Quality – Attained Recognized Postsecondary Credential
The percentage of CTE concentrators graduating from high school having attained a recognized postsecondary credential.
5S2: Program Quality – Attained Postsecondary Credits
The percentage of CTE concentrators graduating from high school having attained postsecondary credits in the relevant career and technical education program or program of study earned through a dual or concurrent enrollment or another credit transfer agreement
5S3: Program Quality – Participated in Work-Based Learning
The percentage of CTE concentrators graduating from high school having participated in work-based learning.
5S4, 5S5, 5S6...: Program Quality – Other
The percentage of CTE concentrators achieving on any other measure of student success in career and technical education that is statewide, valid, and reliable, and comparable across the State. Please identify.
Postsecondary Level:
- 1P1: Postsecondary Placement
- 2P1: Earned Recognized Postsecondary Credential
- 3P1: Non-traditional Program Concentration
1P1: Postsecondary Placement
The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in advanced training, military service, or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained in employment.
2P1: Earned Recognized Postsecondary Credential
The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion.*
*This means that a student gets counted under this indicator whether the student obtains the credential during participation or within 1 year of completion. The Department interprets "within 1 year of completion" to have the plain meaning of those words: "that the student would be counted if the student obtains the credential in the 1 year following that student's completion of the program.
3P1: Non-traditional Program Concentration
The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.*
*This means that a student gets counted under this indicator if individuals from their gender comprise less than 25 percent of the individuals employed in the related occupation or field of work.
Click on the indicators to see more information.
Secondary Level:
- 1S1: Academic Attainment in Reading/Language Arts
- 1S2: Academic Attainment in Mathematics
- 2S1: Technical Skill Attainment
- 3S1: Secondary School Completion
- 4S1: Student Graduation Rate
- 5S1: Secondary Placement
- 6S1: Nontraditional Participation
- 6S2: Nontraditional Completion
1S1: Academic Attainment in Reading/Language Arts
Numerator: Number of CTE concentrators who have met the proficient or advanced level on the Statewide high school reading/language arts assessment administered by the State under Section 1111(b)(3) of the Elementary and Secondary Education Act (ESEA) as amended by the No Child Left Behind Act based on the scores that were included in the State’s computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education.
Denominator: Number of CTE concentrators who took the ESEA assessments in reading/language arts whose scores were included in the State's computation of AYP and who, in the reporting year, left secondary education.
1S2: Academic Attainment in Mathematics
Numerator: Number of CTE concentrators who have met the proficient or advanced level on the Statewide high school mathematics assessment administered by the State under Section 1111(b)(3) of the Elementary and Secondary Education Act (ESEA) as amended by the No Child Left Behind Act based on the scores that were included in the State’s computation of AYP and who, in the reporting year, left secondary education.
Denominator: Number of CTE concentrators who took the ESEA assessments in mathematics whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.
2S1: Technical Skill Attainment
Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year.
Denominator: Number of CTE concentrators who took the assessments during the reporting year.
3S1: Secondary School Completion
Numerator: Number of CTE concentrators who earned a regular secondary school diploma, earned a General Education Development (GED) credential as a State-recognized equivalent to a regular high school diploma (if offered by the State) or other State-recognized equivalent (including recognized alternative standards for individuals with disabilities), or earned a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma (if offered by the State) during the reporting year.
Denominator: Number of CTE concentrators who left secondary education during the reporting year.
4S1: Student Graduation Rate
Numerator: Number of CTE concentrators who, in the reporting year, were included as graduated in the State’s computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA.
Denominator: Number of CTE concentrators who, in the reporting year, were included in the State’s computation of its graduation rate as defined in the State’s Consolidated Accountability Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA.
5S1: Secondary Placement
Numerator: Number of CTE concentrators who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the second quarter following the program year in which they left secondary education (i.e., unduplicated placement status for CTE investors who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).
Denominator: Number of CTE concentrators who left secondary education during the reporting year.
6S1: Nontraditional Participation
Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.
Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.
6S2: Nontraditional Completion
Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.
Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.
Postsecondary Level:
- 1P1: Technical Skill Attainment
- 2P1: Credential, Certificate or Diploma
- 3P1: Student Retention or Transfer
- 4P1: Student Placement
- 5P1: Nontraditional Participation
- 5P2: Nontraditional Completion
1P1: Technical Skill Attainment
Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year.
Denominator: Number of CTE concentrators who took technical skill assessments during the reporting year.
2P1: Credential, Certificate or Diploma
Numerator: Number of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year.
Denominator: Number of CTE concentrators who left postsecondary education during the reporting year.
3P1: Student Retention or Transfer
Numerator: Number of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.
Denominator: Number of CTE concentrators who were enrolled in postsecondary education in the fall of the previous reporting year and who did not earn an industry-recognized credential, a certificate, or a degree in the previous reporting year.
4P1: Student Placement
Numerator: Number of CTE concentrators who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).
Denominator: Number of CTE concentrators who left postsecondary education during the reporting year.
5P1: Nontraditional Participation
Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.
Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.
5P2: Nontraditional Completion
Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.
Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.
OCTAE CONTACT
Jose Figueroa
Jose.Figueroa@ed.gov
(202) 987-1397
U.S. Department of Education
Office of Career, Technical, and Adult Education
Division of Academic and Technical Education