U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

Perkins Vocational and Technology Education (State Grants and Tech-Prep Indicators)

Goal 8: To increase access to and improve educational programs that strengthen education achievement, workforce preparation, and lifelong learning.
Objective 1 of 3: ENSURE THAT VOCATIONAL CONCENTRATORS, INCLUDING SPECIAL POPULATIONS, WILL ACHIEVE STATE ESTABLISHED ACADEMIC STANDARDS
Indicator 8.1.1 of 1: Academic attainment: An increasing percentage of vocational concentrators, including special populations, will meet the core curriculum standards.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of vocational concentrators meeting core curriculum standards
Year Actual Performance Performance Targets
 
Percentage of vocational concentrators
Percentage of vocational concentrators
1993
33
 
1997
45
 
2000
44
 
2001
70
55
Status: Target exceeded. 1999-2000 school year data were collected as part of the negotiation process with the states to establish a baseline and agreed-upon performance targets. The 2000-2001 school year data are the first year of performance data and will be used as the basis for determining eligibility for incentive grants.

Explanation: Performance reporting has shifted to a reliance on state accountability reports, as specified in the 1998 Perkins Act. Data for 1997-98 came from a small pilot study testing the new provisions. Data for 1998-99 are transitional with states using data sources and approaches that existed before the 1998 law. States began using new measurement approaches negotiated with ED in 1999-2000 to report for 2000-01.   		Additional Source Information: State performance reports.

Frequency: Annually.
Collection Period: 2002.
Data Available: December 2003.
Validated By: No Formal Verification.
Data quality continues to be a major component of the Data Quality Initiative (DQI) begun last year. A new verification and attestation process was implemented to improve the accuracy of the performance data. DVTE verified data by internal electronic consistency via instrumentation checks, expert staff analysis, and requiring double check and attestation of data by State directors. State data is also checked independently by ED/DVTE during onsite monitoring and State audit reviews.

Limitations: There is a substantial lag each year before performance data can be reported. Although state data is collected annually, local data are not received by the states until 4-6 months after completion of the school year. States participated in both a self-evaluation and peer review of their measures, definitions, data collection and reporting with assistance and training by the DVTE by using data quality criteria, peer review process, ongoing technical assistance on strategies to improve measurement

Improvements: ED will work with states through the D/PQI to streamline data collection and verification and promote greater consistency in measurement and reporting approaches.

 

Objective 2 of 3: ENSURE THAT INSTITUTIONS, SECONDARY AND POSTSECONDARY, WILL OFFER PROGRAMS WITH INDUSTRY-RECOGNIZED SKILL STANDARDS SO THAT CONCENTRATORS, INCLUDING SPECIAL POPULATIONS, CAN EARN SKILL CERTIFICATES IN THESE PROGRAMS.
Indicator 8.2.1 of 1: Skills proficiencies: An increasing proportion of secondary and postsecondary institutions will offer programs in which vocational students can earn industry-recognized skill certificates. (Program measures to be reassessed in 2000 to reflect new law.)
Targets and Performance Data Assessment of Progress Sources and Data Quality
(New) Percentage of vocational concentrators meeting state-established academic standards, using state adopted approaches
Year Actual Performance Performance Targets
 
National or State Assessment Program Completion Other Approaches
National or State Assessment Program Completion Other Approaches
1997
61.10 76.90  
     
1998
61.40 27.90 56.60
     

(New Measure) Percentage of vocational concentrators meeting state-established academic standards, using state adopted approaches
Year Actual Performance Performance Targets
2000 39  
2001 61  

(New Measure) Percentage of Post secondary vocational concentrators meeting state/locally-adopted skill standards, using state recognized approaches
Year Actual Performance Performance Targets
 
State Assessment Completion Other
State Assessment Completion Other
1998
59.30 87.30 65.10
     
1999
73.90 76.70 62.60
     

(New Measure) Percentage of Post secondary vocational concentrators meeting state/locally-adopted skill standards, using state recognized approaches
Year Actual Performance Performance Targets
2000
76
 
2001
76
 
Status: Unable to judge. 1999-2000 school year data were collected as part of the negotiation process with the states to establish a baseline and agreed-upon performance targets. The 2000-01 school year data are the first year performance data and will be used as the basis for determining eligibility for incentive grants.

Explanation: Performance reporting is shifting to a reliance on state accountability reports, as specified in the 1998 Perkins Act. Data for 1997-98 came from a small pilot study testing the new provisions. Data for 1998-99 are transitional, with states using data sources and approaches that existed before the 1998 law. States will begin using new measurement approaches negotiated with the Education Department to report for 1999-2000.   		Additional Source Information: State Performance Reports.

Frequency: Other.
Collection Period: 2002.
Data Available: June 2003.
Validated By: On-Site Monitoring By ED.
Data quality continues to be a major component of the Data Quality Initiative (DQI) begun last year. A new verification and attestation process was implemented to improve the accuracy of the performance data. DVTE verified data by internal electronic consistency via instrumentation checks, expert staff analysis, and requiring double check and attestation of data by State directors. State data is also checked independently by ED/DVTE during onsite monitoring and State audit reviews.

Limitations: There is a substantial lag each year before performance data can be reported. Although state data is collected annually, local data are not received by the states until 4 to 6 months after completion of the school year. The Education Department will work with states through the DQI to streamline data collection and verification, and to promote greater consistency in measurement and reporting approaches.

 

Objective 3 of 3: ENSURE THAT CONCENTRATORS, INCLUDING SPECIAL POPULATIONS, MAKE TRANSITIONS TO CONTINUING EDUCATION, WORK, OR OTHER CAREER OPTIONS.
Indicator 8.3.1 of 2: Secondary student outcomes: An increasing proportion of vocational concentrators, including special populations, will attain high school diplomas, enter postsecondary programs, or attain employment.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of vocational concentrators who have completed high school and transitioned to postsecondary education or employment
Year Actual Performance Performance Targets
 
High School Completion Placement in Postsecondary Education and/or Employment Adm. Record Exchange Placement in Postsecondary Education and/or Employment Survey
High School Completion Placement in Postsecondary Education and/or Employment Adm. Record Exchange Placement in Postsecondary Education and/or Employment Survey
1997
83.80 62.50 80
     
1998
77.40 72.70 82.20
     

Percentage of vocational concentrators who have completed high school and transitioned to postsecondary education or employment
Year Actual Performance Performance Targets
 
High School Completion Placement in Postsecondary Education and/or Employment
High School Completion Placement in Postsecondary Education and/or Employment
1999
80 79
   
2000
84 84
   
Status: Unable to judge. 1999-2000 school data were collected as part of the negotiation process with the states to establish a baseline and agreed-upon performance targets. The 2000-01 school year data are the first year of performance data and will be used as the basis for determining eligibility for incentive grants.

Explanation: Performance reporting is shifting to a reliance on state accountability reports, as specified in the 1998 Perkins Act. Data for 1997-98 came from a small pilot study testing the new provisions. Data for 1998-99 are transitional, with states using data sources and approaches that existed before the 1998 law. Data collected for 1999-2000 will be the first year the data will be reported based on the Education Department-negotiated measures.   		Additional Source Information: State Performance Reports.

Frequency: Annually.
Collection Period: 2002.
Data Available: June 2003.
Validated By: No Formal Verification.
Data quality continues to be a major component of the Data Quality Initiative (DQI) begun last year. A new verification and attestation process was implemented to improve the accuracy of the performance data. DVTE verified data by internal electronic consistency via instrumentation checks, expert staff analysis, and requiring double check and attestation of data by State directors. State data is also checked independently by ED/DVTE during onsite monitoring and State audit reviews.

Limitations: There is a substantial lag each year before performance data can be reported. In addition, states collect placement data from 6 months to 1 year after the school year resulting in a further lag in data reporting. Limited access to federal data bases (e.g. military/defense) and issues related to FERPA and use of social security numbers is also a great barrier to both accurate reporting and completeness of data.

Improvements: Ongoing technical assistance is being provided through the DQI to address these challenges. These include but are not limited to in-state cooperative agreements, national resources such as the PCRN for sharing of methods, techniques, and research.

 
Indicator 8.3.2 of 2: Postsecondary student outcomes: Increasing proportions of postsecondary vocational students, including special populations, will have a positive placement in one or more of the following categories of outcomes: retention in and completion of a postsecondary degree or certificate, placement in military service, or placement or retention in employment.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of postsecondary vocational concentrators who have completed postsecondary education and have a positive placement in military or employment.
Year Actual Performance Performance Targets
 
Postsecondary Degree/Certificate/ Completion Administrative Data Placement in Military or Employment Adm. Record Exchange Placement in Military or Employment Survey
Postsecondary Degree/Certificate/ Completion Administrative Data Placement in Military or Employment Adm. Record Exchange Placement in Military or Employment Survey
1997
55.90 81.90 87.70
     
1998
32.80 86.20 78.10
     

Percentage of postsecondary vocational concentrators who have completed postsecondary education and have a positive placement in military or employment.
Year Actual Performance Performance Targets
 
Postsecondary Degree/Certificate/ Completion Placement in Military or Employment
Postsecondary Degree/Certificate/ Completion Placement in Military or Employment
1999
32 82
   
2000
37 84
   
Status: Unable to judge. 1999-2000 school data were collected as part of the negotiation process with the states to establish a baseline and agreed-upon performance targets. The 2000-01 school year data are the first year of performance data and will be used as the basis for determining eligibility for incentive grants.

Explanation: States used various measurement approaches for postsecondary completion and placement ie. UI wage record exchanges, administrative record exchanges and surveys to indicate completion and placement performance. Results were collected through the CAR instrument on current performance and matched to previously identified targets. State actual and target differences were matched and aggregated.   		Additional Source Information: State Performance Reports.

Frequency: Annually.
Collection Period: 2001.
Data Available: June 2002.
Validated By: No Formal Verification.
Data quality continues to be a major component of the Data Quality Initiative (DQI) begun last year. A new verification and attestation process was implemented to improve the accuracy of the performance data. DVTE verified data by internal electronic consistency via instrumentation checks, expert staff analysis, and requiring double check and attestation of data by State directors. State data is also checked independently by ED/DVTE during onsite monitoring and State audit reviews.

Limitations: There is a substantial lag each year before performance data can be reported. In addition, states collect placement data from 6 months to 1 year after the school year resulting in a further lag in data reporting. Limited access to federal data bases (e.g. military/defense) and issues related to FERPA and use of social security numbers is also a great barrier to both accurate reporting and completeness of data.

Improvements: Ongoing technical assistance is being provided through the DQI to address these challenges.

 

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