CTE Data Reporting
Date: December 7, 2009
Jean C. Stevens
Career and Technical Education Data Reporting through SIRS and Discontinuance of the CTE Data System (CTEDS)
Career and Technical Education has figured more prominently in recent Board of Regents’ discussions regarding school improvement. In order to better assist the Board in developing new policy directions, we must ensure that complete and accurate data are available. Over the past several years, the number of school districts reporting on Career and Technical Education (CTE) students has declined significantly. It is imperative that we improve CTE data collection. To better reflect the actual state of CTE programs, I am asking each of you to review the process by which CTE students are reported.
A CTE student is an individual enrolled at an accredited secondary school, seeking a high school diploma, and enrolled in a CTE program. CTE programs are located in local high schools and BOCES and provide academic and technical instruction in the areas of agriculture, business and marketing, family and consumer sciences, health occupations, trade and technical education, and technology education. Whether offered in high schools or BOCES, these content areas are all part of CTE and should be reported as such.
CTE data is collected primarily through the Student Information Repository System (SIRS). For 2009-10 school year reporting, the paper CTEDS reporting system will be discontinued and only SIRS will be used for most CTE data collection. However, SIRS does not address post-high-school placement outcomes. To capture this single performance measure a new paper form (i.e., CTE Placement) will be created. The agency that provided the CTE instruction (referred to as a “program service” in SIRS), will be responsible for conducting a post-high-school survey of former CTE students and completing this form. This new form will be available at the Information and Reporting Services web site in January. (See: http://www.p12.nysed.gov/irs/data_collection.html .)
The New York State CTE data fields in the SIRS are governed by federal mandates, as some CTE programs receive federal funding from the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins). CTE reporting requirements are the same for all schools whether or not they use Perkins funding.
All the required data fields used in CTE reporting, with the exception of post-high-school placement outcomes, are found in SIRS. English and math performance levels, and graduation and high school completion rates are collected for No Child Left Behind (NCLB) accountability purposes, but are also necessary for CTE reporting. The remaining required CTE data elements include:
- CTE program type: general CTE or Title II (Tech Prep);
- CTE student “level of intensity” status: enrollee, participant, or concentrator;
- Technical skills assessment performance: pass or fail;
- Nontraditional program participation; and
- Nontraditional program completion.
An overview of CTE data definitions and reporting changes is available at: http://www.p12.nysed.gov/cte/perkins4/ . The attachment provides further guidance.
Accurate reporting by all will not only help us meet federal accountability requirements, but will ensure that complete and reliable data is used to establish statewide CTE policy.
Thank you for your attention to this important matter.
Reporting CTE Data in the Student Information Repository System
Career and technical education (CTE) programs focus on career or occupational training. They are typically located in local high schools and BOCES or Technical/CTE high schools.
CTE programs are comprised of at least three CTE courses or units of study that together form a cohesive concentration. CTE programs provide academic and technical instruction in the content areas of agriculture, business and marketing, family and consumer sciences, health occupations, trade and technical education and/or technology education. Cohesive concentrations may be comprised of courses or units of study from a single CTE content area, or may be comprised of meaningful combinations across content areas. These programs may be provided with supplemental federal funding from the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV).All CTE programs are categorized for reporting purposes as General CTE and Title II CTE.
General CTE programs. A general CTE program (note that the term “General CTE” has replaced the old term, “conventional CTE”) is comprised of organized educational activities completed entirely at the secondary level at a local high school, BOCES. or technical/CTE high school. These activities include:
(A) a minimum of three connected courses or a minimum of three units of study that incorporate the Career Development and Occupational Studies (CDOS) Learning Standards;
- include one unit of study in the state-developed Career and Financial Management course;
- provide students with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions; and
- provide technical skill proficiency, an industry-recognized credential or a certificate; AND
(B) competency-based applied learning that contributes to a student’s academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship.
Title II CTE programs. A Title II program (formerly known as “Tech Prep”) involves two years of secondary instruction followed by two years of specifically linked postsecondary instruction. These programs are funded through Title II of the Perkins Act on a competitive basis and are also known as 2+2 programs, Tech Prep, or “Career Pathways.” These programs, which contain all of the components of general CTE programs, can be distinguished from general CTE programs by two features.
- These programs contain an articulation agreement that is jointly established by secondary and postsecondary institutions. The agreements are usually brokered by “Title II Centers” established under Perkins and provide benefits to the student such as, college credit or waiver of certain college course requirements.
- Title II program requires a student to sign a declaration evidencing his or her intent to follow a graduation plan that includes two years of postsecondary instruction and that results in completion of a two-year associate degree, certificate, or apprenticeship. The best way to determine if a student should be reported as a Title II participant is to verify that he or she has signed a declaration with a Title II funded program. Regional contacts can confirm if a student is in a Title II program. (For a list of regional contacts, see the Title II web page at http://www.p12.nysed.gov/cte/perkins4/title2/title2contacts.html.) If the regional contact or local high school district can verify that a declaration has been signed and the other criteria are met, then the student would be coded as a Title II student. If not, then the student would be coded as a general CTE student.
Identifying a CTE student. CTE students are those enrolled in any course that can be a part of a CTE cluster (i.e., agriculture, business and marketing, family and consumer sciences, health occupations, trade and technical education and/or technology education). This includes students enrolled in:
- a local high school,
- a BOCES or technical/CTE high school
- an alternative education and a CTE program,
- an approved GED program (AHSEPP or HSEPP) and a CTE program, or
- a CTE program in a nonpublic school that participates in data reporting via the SIRS.
All students who participate in CTE programs must be reported. These students include those who are:
- participating in a General CTE or a Title II (formerly known as Tech Prep) program in their local high school (e.g., business and marketing, family and consumer sciences, or technology education).
- substituting a five-unit CTE sequence to fulfill the foreign language requirement for an advanced designation diploma, or
- participating in a general CTE or Title II program in a BOCES or technical/CTE high school.
A student taking one program in the high school and another program in the BOCES is reported with a separate record for each program.