CTE

Career & Technical Education

Perkins IV Data Reporting

 

A Review of Changes in Data Collection

Perkins IV brought changes in reporting requirements, so definitions on prior year forms will not be accurate and should not be used for reference. Theses changes occurred because the U.S. Office of Vocational and Adult Education (OVAE) sought to make reporting more uniform so that data could be compared from state to state.

  1. OVAE requires New York to report on three classes of students, enrollees, participants, and concentrators (CTEDS had collected data on completers only). This data is now to be collected by the Student Information Repository System (SIRS), but there has been a low reporting rate to date. SED data reports show that the “program intensity” field (that shows enrollee, participant, or  concentrator status) is not consistently being updated to reflect the change in a student’s status, (i.e., as a students status changes from enrollee to participant, and participant to concentrator).
  1. States had the option to use the definitions used for NCLB purposes in Perkins reporting for three of the indicators (English Language Arts, Math, and graduation rate).  New York opted to use the NCLB definitions, so 1S1, 1S2 and 4S1 rates should be drawn from the universe of CTE students who are also members of the overall NCLB counts.  The students counted in 3S1 are those who are counted in 4S1 plus all others who have completed their high school programs (e.g., students completing in five years).
  1. During the transition from Perkins III to Perkins IV, New York also agreed to change the definition of the technical skill attainment from a GPA-based measurement to a technical skills assessment pass rate measurement.
  1. All performance data must now be disaggregated according to demographic and special population definitions. Disparities in the achievement between any of these groups and the level of achievement of all students served by Perkins funding must be quantified and incorporated into Plans for Program Improvement
  1. An old demographic category (“other educational barriers”) was replaced with a new one, “English language learners.”

Student and Performance Level Definitions

 

Participants: A student who has successfully completed, as determined by the program service provider, at least one course or unit of study in a CTE program.

Concentrators: A student who has successfully completed, as determined by the program service provider, two courses/units of study out of a three courses/units of study CTE program; OR a student who has successfully completed, as determined by the program service provider, three courses/units of study out of a four or more courses/units of study CTE program.

 

Indicator & Perkins Legislation Citation

Measurement Definition

7/1/09-6/30/10 Program Year Targets

1S1
Academic Attainment—Reading/Language Arts 113(b)(2)(A)(i)

Numerator: Number of CTE concentrators who have met the proficient or advanced level on the Statewide high school reading/language arts assessment [i.e.,  New York State English Regents examination] 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 assessment in reading/language arts whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.

 

71.75%

1S2
Academic Attainment—Mathematics
113(b)(2)(A)(i)

Numerator: Number of CTE concentrators who have met the proficient or advanced level on the Statewide high school mathematics assessment [i.e., an appropriate New York State Regents examination in mathematics] administered by the State under Section 1111(b)(3) of the (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 assessment in mathematics whose scores were included in the State’s computation of AYP and who, in the reporting year, have left secondary education.

 

72.75%

2S1
Technical Skill Attainment—113(b)(2)(A)(ii)

Numerator: Number of CTE concentrators who passed technical skill assessments [e.g., NATEF, NOCTI, etc.] 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.

 

56.62%

3S1

Secondary School Completion113(b)(2)(A)(iii)(I-III)

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.

 

67.25%

4S1
Student Graduation Rates 113(b)(2)(A)(iv)

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.

 

 55.58%

5S1
Secondary Placement
113(b)(2)(A)(v)

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 concentrators who graduated by June 30, 2009 would be assessed between October 1, 2009 and December 31, 2009).

Denominator: Number of CTE concentrators who left secondary education during the reporting year.

 

96.22%

 

6S1
Non-traditional Participation
113(b)(2)(A)(vi)

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.

 

11.50%

 

6S2
Non-traditional Completion
113(b)(2)(A)(vi)

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.

 

 

10.50%

 

Last Updated: September 23, 2009