Perkins V: Today's Skills, Tomorrow's Careers

Related Resources

Carl D Perkins and Career and Technical Education

Survey on Indicators

On July 31, 2018, President Trump signed the Strengthening Career and Technical Education for the 21st Century Act into lawThis bill amends the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) and this amended act is now referred to as Perkins V.

Per Perkins V, Connecticut is required to identify core indicators of performance for career and technical education (CTE) students identified as CTE concentrators at the secondary and postsecondary level. The Connecticut State Department of Education (CSDE) is seeking feedback to assist in the development of the indicators. 

The following indicators were developed by the CSDE and the Connecticut Board of Regents, taking into account how the levels of performance compare with the Connecticut levels of performance identified under ESSA as well as considering factors including the characteristics of actual CTE concentrators and services provided.  Connecticut is required to make meaningful progress toward improving the performance of all CTE students.

Seven Core Indicators of Performance for CTE Concentrators at the Secondary Level

  • 1S1:Four-year Graduation Rate

This indicator is defined as the percentage of CTE concentrators who graduate high school, as measured by the four-year adjusted cohort graduation rate

  • 2S1: Academic Proficiency in Reading/Language Arts

    This indicator is defined as the CTE concentrator proficiency in the challenging State academic standards adopted by Connecticut under section 1111(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

    This indicator is defined as the CTE concentrator proficiency in the challenging State academic standards adopted by Connecticut under section 1111(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

    This indictor is defined as the CTE concentrator proficiency in the challenging State academic standards adopted by Connecticut under section 1111(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.

  • 3S1: Postsecondary Placement

    This indicator is defined as 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 Enrollment

    The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.

  • 5SI: Program Quality

    The percentage of CTE concentrators graduating from high school having participated in work-based learning.

    Three Core Indicators of Performance for CTE Concentrators at the Postsecondary Level

  • 1P1: Postsecondary Retention and Placement

    This is defined as 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: Credential, Certificate, or Diploma

    This is defined as the percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion.

  • 3P1: Non-traditional Program Enrollment

This is defined as the percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.

The proposed levels of performance for the 2020–21, 2021–22, 2022–23, and 2023–24 school years:

Secondary Core Indicators of Performance

2020-21

2021-22

2022-23

2023-24

1S1: High School Graduation

82%

83%

84%

85%

2S1: Academic Proficiency in Reading/Language Arts

62%

63%

64%

65%

2S2: Academic Proficiency in Mathematics

39%

40%

41%

42%

2S3: Academic Proficiency in Science

45%

46%

47%

48%

3S1: Postsecondary Placement

63%

64%

65%

66%

4S1: Non-traditional Program Enrollment

38%

39%

40%

41%

5S1: Program Quality

5%

6%

7%

8%

 

Postsecondary Core Indicators of Performance

2020-21

2021-22

2022-23

2023-24

1P1: Postsecondary Retention and Placement

89.9%

90.4%

90.9%

91.4%

2P1: Credential, Certificate, or Diploma

15.2%

15.7%

16.2%

16.7%

3P1: Non-traditional Program Enrollment

11.8%

12.0%

12.3%

12.5%

 

Please complete this survey to provide written comments regarding the following proposed levels of performance.  The survey will close October 31, 2019.