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Indicators

Perkins Indicators

07-10 Secondary Longitudinal Average Performance:

07-10 Secondary Longitudinal Avg Perf

 

 

This longitudinal chart highlights Nebraska's secondary student outcomes relative to the Perkins core indicators of performance for a three year period, from 2007-08 to 2009-10. Overall, results indicate sustained or increased performance across measures. The largest gains were recorded for the indicators gauging Academic Attainment in Math (1S2) and Technical Skill Attainment (2S1). Between 2007-08 and 2009-10, Nebraska's average performance among CTE Concentrators in Math increased by 10 percentage points while, for the same population, technical skill attainment increased by nearly eight percentage points. All other indicators remained essentially unchanged during the three year time period.


09-10 Secondary Average Performance:

09-10 Secondary Avg Performance

 

Nebraska's average Perkins performance among secondary students for the 2009-10 school year is depicted in this combination bar/line chart. The bars represent the average statewide performance for each Perkins core indicator while the line indicates Nebraska's respective federally negotiated performance goals for the 2009-10 year. As shown in the diagram, for each measure of performance, Nebraska exceeded the negotiated goals. For the indicator measuring nontraditional participation (6S1), Nebraska exceeded the federal goal by more than 30 percentage points. Over all indicators, Nebraska exceeded federal goals by an average 17 percentage points.


09-10 Secondary Performance by Ethnicity:

09-10 Secondary Performance by Ethnicity

 

 

Using the 1997 Federal Race/Ethnicity category standards, this chart highlights student performance relative to the Perkins core indicators for the 2009-10 academic year. Findings indicate that no single race/ethnicity of students consistently outperforms, or underperforms, across indicators. Among minorities, Asian or Pacific Islander and Black (Not Hispanic) students perform best among the academic performance indicators for reading (1S1) and math (1S2). American Indian or Alaska Native students outperform all other racial groups with respect to secondary school completion (3S1) and nontraditional completion (6S2). In reference to Nontraditional participation (6S1), Black (Not Hispanic) students outperform all other racial/ethnicity groups.


09-10 Secondary Performance by Gender:

09-10 Secondary Performance by Gender

This chart compares results for Nebraska secondary students relative to the Perkins core indicators of performance by gender for the 2009-10 academic year. Overall, female students consistently outperformed their male peers in nearly every measure of performance. While seven of the eight Perkins core indicators yielded results with only a slight difference between genders, the most dramatic deviation was measured for nontraditional completion (6S2). For this indicator, average female performance, 52 percentage points, was nearly 40 percentage points greater than the average male student performance for the same indicator.


09-10 Secondary Performance by Income Status:

09-10 Secondary Performance by Income Status

 

 

This chart plots student performance relative to the Perkins core indicators of performance disaggregated by income status. Results indicate that for the 2009-10 academic year, low income students perform at a lower level than their non-low income counterparts for indicators measuring academic performance for reading (1S1) and math (1S2), as well as technical skill attainment (2S1) and post school placement (5S1). However, among the variables measuring school completion (3S1), graduation rate (4S1), and nontraditional placement and completion (6S1 and 6S2), low income students more closely rival or slightly outperform students of non-low income status.


09-10 Secondary Performance by Immigrant Status:

09-10 Secondary Performance by Immigrant Status

 

 

 

Examining Nebraska secondary student performance using Perkins core indicators, this chart denotes results disaggregated by immigration status. As depicted, non-immigrant students generally outperform their immigrant student peers. Further, results suggest that immigrant students who have completed more than three years generally outperform immigrant students who have completed more than or equal to one but less than or equal to three years of school in the U.S. Significant deviations in performance are noted between immigration status for indicators measuring academic achievement in reading (1S1) and math (1S2), technical skill attainment (2S1), and graduation rate (4S1). For the nontraditional participation and completion measures (6S1 and 6S2), immigrant students outperform their non-immigrant counterparts.


09-10 Secondary Performance by High Ability Learner Status:

09-10 Secondary Performance by High Ability Learner

Nebraska's average Perkins performance for the 2009-10 academic year, disaggregated between high ability and non-high ability learners, is displayed in this chart. Results indicate that, generally speaking, high ability learners outperform their non-high ability peers for six of the eight measures of Perkins student performance. The two exceptions to this trend include measures of post school placement (5S1) and nontraditional completion (6S2) where non-high ability learners marginally outperformed their peers by slightly more than four percentage points and 0.4 percentage points, respectively.


Secondary Perkins Core Indicators

1S1

Academic Attainment Reading

4S1

Graduation Rate

1S2

Academic Attainment Math

5S1

Secondary School Placement

2S1

Technical Skill Attainment

6S1

Nontraditional Participation

3S1

Secondary School Completion

6S2

Nontraditional Completion


Infographic Bank

Secondary Average Performance

2010-2011

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2009-2010

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2008-2009

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2007-2008

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Secondary Performance by Ethnicity

2010-2011

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2009-2010

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2008-2009

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2007-2008

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Secondary Performance by Gender

2010-2011

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2009-2010

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2008-2009

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2007-2008

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Secondary Performance by Income Status

2010-2011

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2009-2010

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2008-2009

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2007-2008

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Secondary Performance by Immigrant Status

2010-2011

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2009-2010

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2008-2009

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2007-2008

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Secondary Performance by High Ability Learner

2010-2011

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2009-2010

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2008-2009

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2007-2008

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