Perkins Performance Indicators
The Perkins Performance Indicator framework was developed by the United States Department of Education’s Office of Career, Technical, and Adult Education (OCTAE), in cooperation with the United States Department of Labor and stakeholder organizations to achieve two major objectives:
- To create a common reference format to discuss the components of Perkins accountability, and
- To establish performance measurement approaches for the Performance Indicators.
The framework is intended to define state performance measurement approaches for each indicator to ensure sufficient rigor and comparability among state performance accountability systems. Further, the framework is intended to define performance and data collection approaches that can be easily integrated into state and local performance management systems to support continuous program improvement.
Secondary Indicators
1S1: Four-Year Graduation Rate:
The percentage of CTE concentrators who graduate high school, as measured by the four-year adjusted cohort graduation rate (defined in section 8101 of the Elementary and Secondary Education Act of 1965).
Numerator: The number of CTE concentrators who graduated from high school, as measured by the four-year adjusted cohort graduation rate.
Denominator: Number of CTE concentrators who, in the reporting year, were included in the State’s computation of its adjusted four-year cohort graduation rate as defined in the State’s Consolidated Accountability Plan.
2S1: Academic Proficiency in Reading/Language Arts:
Numerator: Number of CTE concentrators who achieved reading/language arts proficiency on the statewide high school reading/language arts assessment (ACT or NSCAS-Alt) and who, in the reporting year, graduated high school.
Denominator: Number of CTE concentrators who took the statewide high school assessments in reading/language arts (ACT or NSCAS-Alt) whose scores were included in the State’s ESEA accountability reporting and who, in the reporting year, graduated high school.
2S2: Academic Proficiency in Mathematics
Numerator: Number of CTE concentrators who achieved mathematics proficiency on the statewide high school reading/language arts assessment (ACT or NSCAS-Alt) and who, in the reporting year, graduated high school.
Denominator: Number of CTE concentrators who took the statewide high school assessment in mathematics (ACT or NSCAS-Alt) whose scores were included in the State’s ESEA accountability reporting, and who, in the reporting year, graduated from high school.
2S3 Academic Proficiency in Science
Numerator: Number of CTE concentrators who achieved science proficiency on the statewide high school science assessment (ACT or NSCAS-Alt) and who, in the reporting year, graduated high school.
Denominator: Number of CTE concentrators who took the statewide high school assessment in science (ACT or NSCAS-Alt) whose scores were included in the State’s ESEA accountability reporting and who, in the reporting year, graduated high school.
3S1: Post-Program Placement
Numerator: The number of CTE concentrators who, in the second quarter after graduating from high school in the previous reporting year, 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(1) of the Peace Corps Act (22 U.S.C. 2504(a)) or are employed. (Concentrators who graduated by June 30, 2021 would be assessed between October 1, 2021 and December 31, 2021).
Denominator: The number of CTE concentrators who graduated high school during the previous reporting year.
4S1: Nontraditional Program Concentration:
Numerator: Number of CTE concentrators from underrepresented gender groups enrolled in CTE programs and programs of study that lead to non-traditional fields.
Denominator: Number of CTE concentrators enrolled in a CTE program or program of study that leads to a non-traditional field, during the reporting year.
5S3: Program Quality–Participation in Work-Based Learning:
Numerator: Number of CTE concentrators who, in the reporting year, graduated from high school having participated in work-based learning.
Denominator: Number of CTE concentrators who graduated from high school during the reporting year.
*Work-based learning does not include workplace experience strategies that are simply awareness or exploratory in nature.
Postsecondary Indicators
1P1: Postsecondary Retention and Placement
Numerator: Number 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 1 of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(1) of the Peace Corps Act (22 U.S.C. 2504(a)) or are retained in employment. (Concentrators who graduated by June 30, 2019 would be assessed between October 1, 2019 and December 31, 2019).
Denominator: Number of CTE concentrators who completed their program in the reporting year.
*Retention includes students who remained enrolled in their original postsecondary institution or transferred to another 2- or 4- year institution during the reporting year.
2P1: Earned Recognized Postsecondary Credential
Numerator: Number of CTE concentrators who receive a recognized postsecondary credential during participation in or within one (1) year of program completion.
Denominator: Number of CTE concentrators who left postsecondary education in the prior reporting year.
*A recognized postsecondary credential includes an industry-recognized certification, a certificate of completion of an apprenticeship, an occupational licensure, an associate’s degree, or a bachelor’s degree.
3P1: Nontraditional Program Concentrator:
Numerator: Number of CTE concentrators, from underrepresented gender groups, enrolled in a CTE program and programs of study that lead to nontraditional fields during the reporting year.
Denominator: Number of CTE concentrators enrolled in a CTE program and programs of study that leads to a nontraditional field during the reporting year.
Perkins V State Determined Levels of Performance
Secondary:
| Indicator | Baseline (FY-19) |
2021 (FY-20) |
2022 (FY-21) |
2023 (FY-22) |
2024 (FY-23) |
| 1S1: Graduation Rate | 93.57% | 94.23% | 94.89% | 95.55% | 96.21% |
| 2S1: Proficiency in reading/language arts | 52.97% | 53.15% | 53.33% | 53.51% | 46.21% |
| 2S2: Proficiency in mathematics | 50.72% | 52.21% | 53.69% | 55.18% | 44.84% |
| 2S3: Proficiency in science | 55.57% | 56.81% | 58.04% | 59.28% | 51.09% |
| 3S1: Post-program placement | 79.05% | 80.20% | 81.35% | 82.50% | 83.65% |
| 4S1: Nontraditional concentration | 19.70% | 21.27% | 22.85% | 24.42% | 25.90% |
| 5S3: Participation in work-based learning | 5.31% | 6.70% | 8.09% | 9.47% | 10.86% |
Postsecondary:
| Indicator | Baseline FY-19 |
2021 (FY-20) |
2022 (FY-21) |
2023 (FY-22) |
2024 (FY-23) |
| 1P1: Postsecondary retention & placement | 76.08% | 77.27% | 78.47% | 79.66% | 80.85% |
| 2P1: Recognized postsecondary credential | 39.45% | 39.90% | 40.36% | 40.81% | 41.26% |
| 3P1: Nontraditional concentration | 19.54% | 20.27% | 20.99% | 21.72% | 22.44% |