Advance CTE has released a series of papers on how states can address key accountability measures, specifically the new Perkins V indicator of secondary CTE program quality. These papers use information from a 2018 national survey of state CTE directors.
Perkins V mandates that states choose at least one of three accountability indicators to measure the quality of secondary CTE programs—recognized postsecondary credential attainment, postsecondary credit attainment and work-based learning participation. States have the option to supplement with additional indicators, as long as they are "statewide, valid and reliable, and comparable across the state.” To determine which indicator or indicators would best serve student needs in a state, Advance CTE recommends that state leaders consider their vision and priorities for CTE and career readiness, as well as availability of these experiences and reliability of the data. Challenges, recommendations and exemplary states that have excelled in overcoming challenges are presented for each indicator.
The percentage of CTE concentrators graduating from high school with a recognized postsecondary credential: Obtaining a credential signals to employers a worker’s knowledge and skill set. Advance CTE encourages states using this accountability measure to establish state-determined lists of recognized postsecondary credentials and create policy and funding incentives to encourage students to earn these credentials.
A challenge states are facing with this indicator is moving away from self-reported data. To improve the accuracy of the data, Advance CTE recommends establishing standardized protocols and processes, as well as partnering with agencies and vendors for credential attainment data. For instance, in North Carolina, the state accesses industry certification data from credentialing bodies. North Carolina successfully set up data-sharing agreements to gather data on students who have earned a postsecondary credential directly from credential providers.
The percentage of CTE concentrators graduating from high school with postsecondary credits in the relevant CTE program or program of study: Participation in dual and concurrent enrollment helps students be more prepared for postsecondary education. Advance CTE asserts that there is a positive correlation between these courses and college enrollment and success. If this indicator is chosen, Advance CTE urges states to set clear parameters so students are taking courses that align with their programs of study. In addition, postsecondary credits earned should be transferable, regardless of where students go to college.
Challenges with this indicator include clearly defining what types of postsecondary credit are available and establishing standards and articulation agreements. States that have effectively overcome difficulties with this indicator are Idaho and South Dakota. In Idaho, both high school teachers and postsecondary faculty review and align course standards, allowing high school CTE students to earn transcripted postsecondary credits. South Dakota validates postsecondary credit data by receiving the data directly from the awarding institution.
The percentage of CTE concentrators graduating from high school having participated in work-based learning: This indicator encourages students to have experiences in authentic settings and develop relationships with mentors. Advance CTE recommends that states define what counts as work-based learning, which is one of the biggest challenges with this indicator, along with obtaining consistent, statewide data.
States that have overcome some of the challenges of this indicator are South Carolina and Arkansas. South Carolina, to get accurate, statewide data, has defined work-based learning precisely, including requirements for a minimum number of hours completed and an exit evaluation. Arkansas validates its data by requiring employers to complete a skill assessment for the students they supervise.