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:

  1. To create a common reference format to discuss the components of Perkins accountability, and
  2. 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.

2019-2020 Secondary Performance Indicator Descriptions

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).

1S2: Extended Graduation Rate:

The percentage of CTE concentrators who graduate high school, as measured by extended-year adjusted cohort graduation rate defined in such section 8101.

2S1: Academic Proficiency in Reading/Language Arts:

2S2: Academic Proficiency in Mathematics

CTE concentrator proficiency in the challenging State academic standards adopted by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments in mathematics as described in section 1111(b)(2) of such Act.

2S3 Academic Proficiency in Science

CTE concentrator proficiency in the challenging State academic standards adopted by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments in science as described in section 1111(b)(2) of such Act.

3S1: Postsecondary Placement

  • The percentage of CTE concentrators who, in the second quarter after exiting from secondary education, 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(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are employed.

4S1: Nontraditional Program Enrollment:

The percentage of CTE concentrators in career and technical education programs and programs of study that lead to nontraditional fields.

5S1: Program Quality–Attained Recognized Postsecondary Credential:

The percentage of CTE concentrators graduating from high school having attained a recognized postsecondary credential.

5S2: Program Quality–Attained Postsecondary Credits

The percentage of CTE concentrators graduating from high school having attained postsecondary credits in the relevant career and technical education program or program of study earned through a dual or concurrent enrollment or another credit transfer agreement

5S3: Program Quality–Participated in Work-Based Learning:

The percentage of CTE concentrators graduating from high school having participated in work-based learning.

5S4: Program Quality–Other

The percentage of CTE concentrators achieving on any other measure of student success in career and technical education that is statewide, valid, and reliable, and comparable across the State. Please identify.

2019-2020 Postsecondary Performance Indicator Descriptions

1P1: Postsecondary Retention and Placement

The percentage 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 I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained in employment.

2P1: Credential, Certificate, or Degree:

The percentage of who receive a recognized postsecondary credential during participation in or within 1 year of program completion.*

3P1: Nontraditional Program Enrollment:

The percentage of CTE concentrators in career and technical education programs and programs of study that lead to nontraditional fields.

Previous Year State Goals (2019-2020 State Goals — Coming Soon)

The following state and local goals are agreed upon annually with the United States Office of Career, Technical, and Adult Education Office (OCTAE).

Secondary:

Performance Indicator 2015-2016 2016-2017 2017-2018 2018-2019
1S1: Academic Skill Attainment – Reading/Language Arts 70% 70% 73% 74%
1S2: Academic Skill Attainment – Mathematics 61% 61% 63.75% 64%
2S1: Technical Skill Attainment 86.5% 88% 90% 90.75%
3S1: Completion 97% 97.74% 98% 98%
4S1: Graduation Rate 98% 98.75% 98.9% 99%
5S1: Placement 97% 97% 97.25% 97.5%
6S1: Nontraditional Participation 42% 42.43% 43.62% 43.25%
6S2: Nontraditional Completion 27% 28.75% 29% 29%

 

Postsecondary

Performance Indicator 2015-2016 2016-2017 2017-2018 2018-2019
1P1: Technical Skill Attainment 91.5% 92%  91.5% 92%
2P1: Credential, Certificate, or Degree 48% 40% 41.5% 42.25%
3P1: Student Retention or Transfer 74% 73% 75% 77%
4P1: Student Placement 73% 74% 71% 72.5%
5P1: Nontraditional Participation 21.2% 24% 25% 27%
5P2: Nontraditional Completion 14% 16% 16.5% 17%

Updated November 19, 2019 11:47am