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CATE UPDATE Susan Flanagan, Director Office of Career and Technology Education March 12, 2013.

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Presentation on theme: "CATE UPDATE Susan Flanagan, Director Office of Career and Technology Education March 12, 2013."— Presentation transcript:

1 CATE UPDATE Susan Flanagan, Director Office of Career and Technology Education March 12, 2013

2 FY Final year of Perkins IV Legislation Reauthorization may not occur for several years and we will continue to operate under current legislation with existing accountability indicators, funding formula, and administrative guidelines

3 The Dilemma Perkins IV allowed states considerable flexibility in defining measures and data collection methodologies Resulting variability makes it difficult to report nationally comparable data on the outcomes of CTE students Lack of accurate, reliable data to quantify return on federal investment has raised concerns about reauthorization, particularly given recent cutbacks in federal appropriations

4 The Blueprint U.S. Department of Education’s goals for Perkins reauthorization Based on four core principles to support that CTE programming is: Rigorous Relevant Results-driven

5 Alignment Connecting high-quality CTE programs with labor market needs to equip students with 21 st -century skills and prepare them for high- demand, high-growth industry areas

6 Collaboration Linking secondary and postsecondary institutions, employers, and industry partners to improve CTE program quality

7 Accountability Improving academic outcomes and building technical and employability skills in CTE programs, using common definitions and clear metrics for performance

8 Innovation Emphasizing systemic reforms of state policies and practices to support CTE implementation of effective practices at the local level

9 Issues To Be Considered New legislation may change which programs are eligible for funding There may be a shift from formula funding to at least partial competitive funding Funding may be restricted to qualifying consortia (combination of districts along with post-secondary) Need for balance between data required for accountability purposes and data desired for policy making decisions

10 Current Performance Indicators 1S1 Academic Attainment—Reading/Language Arts 1S2 Academic Attainment— Math 2S1 Technical Skill Attainment 3S1 School Completion 4S1 Student Graduation Rates 5S1 Placement 6S1 Nontraditional Participation 6S2 Nontraditional Completion

11 Potential Performance Indicators Enrollment for subpopulations in CTE Secondary graduation rate Rate of secondary enrollment in postsecondary education Rate of attainment of postsecondary certificates and degrees and industry-recognized certifications or licensure Rate of persistence in postsecondary education Rate of employment Earnings

12 The Future of CTE Prepare our students for success in the future either by: Entering workforce straight from high school Obtaining higher education before entering workforce

13 The Future of CTE (continued) Guidance counselors must present CTE as a valid option for students Parents and students must be educated about employability prospects and potential salaries Career readiness just as important as college readiness Student organizations are proven mechanisms for providing skills such as problem solving, teamwork, responsibility, peer networking, and leadership

14 The Future of CTE (continued) Encourage and expand collaboration with business and industry: Let industry assist in establishing standards and curriculum Soft-skills curriculum (possible pilot project with a business partner and a district) Increase student internships/apprenticeships

15 Questions or Suggestions Contact me: Susan Flanagan (803)


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