In October, the U.S. Department of Education released data from states’ Consolidated Annual Report (CAR) submissions for program year 2020-21 – the first year that states reported performance data under Perkins V. The dataset includes CTE participant numbers, CTE concentrator numbers and CTE concentrator performance on Perkins accountability indicators, including the secondary program quality indicators new under Perkins V.
In a previous blog post, ACTE shared high-level takeaways from the dataset. Here, we will offer a more in-depth look at the data, which can be accessed through the Perkins Collaborative Resource Network. This online data hub includes national- and state-level summaries, a new dashboard of national- and state-level performance data and the customizable Perkins Data Explorer.
CTE Participants: In 2020-21, there were almost 12 million participants in CTE nationwide, including 8.3 million secondary CTE participants and 3.5 million postsecondary participants. In total, the number of female and male CTE participants was roughly equal, with more male CTE participants on the secondary level and more female CTE participants on the postsecondary level. When disaggregated by race and ethnicity, the data shows that about:
- 5.5 million CTE participants identified as white
- 3.2 million identified as Hispanic/Latino
- 1.7 million identified as Black or African American
- 606,000 identified as Asian
- 417,000 identified as two or more races
- 170,000 identified as an unknown race
- 116,000 identified as American Indian or Alaskan Native
When disaggregated by special population status, the data demonstrates that about:
- 5.3 million CTE participants were from economically disadvantaged families
- 5 million were preparing for career fields nontraditional for their gender
- 1 million were learners with disabilities
- 683,800 were English learners
- 213,000 were single parents
- 168,000 were out-of-workforce individuals
- 138,00 were individuals experiencing homelessness
- 116,000 were youth with an active-duty military parent
- 5,000 were youth who were in or had aged out of foster care
CTE Concentrators: There were about 3 million secondary CTE concentrators and close to 1.9 million postsecondary CTE concentrators nationwide in 2020-21, for a total of about 4.9 million CTE concentrators. As with CTE participants, the number of female and male CTE concentrators was roughly equal, with more male CTE concentrators on the secondary level and more female CTE concentrators on the postsecondary level. When disaggregated by race and ethnicity, the data shows that about:
- 2.4 million CTE concentrators identified as white
- 1.1 million identified as Hispanic/Latino
- 677,000 identified as Black or African American
- 226,000 identified as Asian
- 146,000 identified as two or more races
- 77,000 identified as an unknown race
- 43,000 identified as American Indian or Alaskan Native
When disaggregated by special population status, the data demonstrates that about:
- 2 million CTE concentrators were from economically disadvantaged families
- 1 million were preparing for career fields nontraditional for their gender
- 384,000 were students with disabilities
- 205,000 were English learners
- 127,000 were single parents
- 105,000 were out-of-workforce individuals
- 42,000 were individuals experiencing homelessness
- 38,000 were youth with an active-duty military parent
- 14,000 were youth who were in or had aged out of foster care
Because states have different ways of operationalizing the legislative definition of concentrator in Perkins V, cross-state comparisons and data aggregated across states should be interpreted with caution.
Concentrator Performance: 2020-21 marked the first year that local recipients and states reported CTE concentrator performance on the Perkins V accountability indicators. For each indicator, states set measurable targets to meet, known as state-determined performance levels.
Secondary Performance
- All states met their targets for secondary CTE concentrators’ four-year graduation rate, with an average graduation rate across the nation of 96%. In addition, all six states that chose to measure the extended-year adjusted cohort graduation rate met their targets.
- 34 states met their targets for reading and language arts proficiency, 32 states met targets for mathematics proficiency and 32 states met targets for science proficiency.
- 47 states met their targets for post-program placement, defined as concentrators who are in postsecondary education, advanced training, military service, national service, the Peace Corps or are employed after graduation.
- 46 states met their targets for nontraditional program concentration, which measures the percentage of concentrators from underrepresented gender groups studying for career fields in which individuals of that gender comprise less than 25% of the workforce.
- Among the 22 states that chose to measure attainment of recognized postsecondary credentials, 17 states met their targets and 227,765 CTE concentrators attained recognized postsecondary credentials.
- Among the 12 states that chose to measure attainment of postsecondary credits, 10 states met their targets and 98,877 CTE concentrators attained postsecondary credits.
- Among the 29 states that measured participation in work-based learning experiences, 23 states met their targets and 128,019 CTE concentrators participated in work-based learning.
Postsecondary Performance
- 48 states met their targets for postsecondary placement, defined as concentrators who remain enrolled in postsecondary education or pursue advanced training, military service, national service, the Peace Corps or employment after graduation.
- 48 states met their targets for attainment of recognized postsecondary credentials.
- 47 states met their targets for nontraditional program concentration.
Owing to different definitions as well as different measurement approaches, cross-state comparisons and data aggregated across states should be interpreted with caution.
Data Collection Challenges: Locals and states faced numerous challenges in collecting and reporting 2020-21 Perkins data. These include:
- New definitions for secondary CTE concentrators
- New program quality indicators on the secondary level
- COVID-19 impacts such as waivers for academic assessments, which affected academic proficiency indicators, and fewer opportunities for hands-on and work-based experiences
- Ongoing challenges in collecting data that originates in other systems, such as post-program employment data
Reporting for measures like placement and work-based learning participation will likely improve over time as states continue to improve their data systems.
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