U.S. Department of Education

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Presentation transcript:

U.S. Department of Education Trends in Perkins III Accountability Sharon Lee Miller Director, State Administration and Accountability Group Division of Academic and Technical Education Office of Vocational and Adult Education

Student Enrollment in Vocational and Technical Education Programs: PY 1999-2004 Source: Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, PY 2003-04

Student Enrollment in Tech-Prep Programs: PY 1999-2004 Source: Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, PY 2003-04

Trends for Secondary Academic Attainment: PY 2000-2004 Source: Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, PY 2003-04

Trends for Secondary Skill Attainment: PY 2000-2004 Source: Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, PY 2003-04

Trends for Postsecondary Technical Skill Attainment: PY 2000-2004 Source: Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, PY 2003-04

Trends for Secondary Completion: PY 2000-2004 Source: Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, PY 2003-04

Trends for Secondary Placement: PY 2000-2004 Source: Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, PY 2003-04

Trends for Postsecondary Completion: PY 2000-2004 Source: Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, PY 2003-04

Trends for Postsecondary Placement: PY 2000-2004 Source: Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, PY 2003-04

Percentage of Occupational Concentrators and Non-concentrators Completing the “New Basics” and a College Prep Curriculum: 1990 and 2000 Academic Indicator 1990 2000 Percentage Change “New Basics” academic curriculum Occupational concentrators 18.5 51.1 +32.6 Non-concentrators 45.7 60.3 +14.7 Gap -27.1 -9.2 -17.9 College prep curriculum 10.1 29.2 +19.1 35.9 46.2 +10.3 -25.8 -17.0 -8.8 Source: National Assessment of Vocational Education: Final Report to Congress, 2004

Percentage of Occupational Concentrators and Non-concentrators Scoring At or Above Proficiency in Math, Reading, and Science Source: National Assessment of Vocational Education: Final Report to Congress, 2004

Lingering Issues

Lingering Issues Consensus and consistency across states in how the indicators of performance are measured. Measures or tools many States use to assess high school students’ attainment of challenging State-established academic proficiencies cannot generate valid or reliable data on the extent to which vocational students master the same State academic standards as other students.

Lingering Issues Deciding which students to include in measurements for accountability purposes is another issue that is both inconsistent and problematic across States, especially at the postsecondary level. Many issues surrounding the accuracy, reliability, and completeness of Perkins III data.

Initiatives Underway to Address Lingering Issues

OVAE Initiatives Next Steps Workgroup National and Regional Data Quality Institutes (DQI) Performance Measurement Initiative Individual State Technical Assistance Peer Collaborative Resource Network (PCRN)

Questions and Comments OVAE@ed.gov Sharon Lee Miller Director, State Administration and Accountability Group Division of Academic and Technical Education Office of Vocational and Adult Education