Secondary Accountability

Performance Indicator Framework

The 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.

This graphic represents the relationship between the Perkins Secondary Performance Indicators and CTE Participants and CTE Concentrators.

Definitions

CTE Participant

A career education participant is a student in grades 7-12 who has earned credit in at least one career and technical education course during the school year. Students may participate in more than one career area.

• Participant with Postsecondary:  A career education participant who has also completed a course associated with postsecondary education. There are several options, including dual credit, concurrent credit, articulated credit, or some other designation provided through a postsecondary institution.

CTE Concentrator

A career education concentrator is a student in grades 9-12 who has earned credit in three (3) or more one semester-long courses within a single career cluster.

• Concentrator with Postsecondary: A career education concentrator who has also completed a course associated with postsecondary education. There are several options, including dual credit, concurrent credit, articulated credit, or some other designation provided through a postsecondary institution.

Program of Study

A program of study is a sequence of at least three (3) semester-long career education courses in a given career cluster that prepares students for postsecondary education and entry into a career area of personal choice. For more information about Nebraska’s State Model Programs of Study, please visit: https://cestandards.education.ne.gov

Career Field

Six broad groupings of 16 different career cluster areas based on commonalities among clusters.

Career Cluster

A career cluster is an organizing structure of career areas with similar skills or common themes based on industry groupings at all educational levels. Sixteen career clusters areas exist within the Nebraska Career Education model.

Performance Measures

State Goals

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

Performance Measure Descriptions

1S1: ACADEMIC SKILL ATTAINMENT – READING/LANGUAGE ARTS: The percentage of Career Education students, concentrating in a course of study, who were included in the calculations for Adequate Yearly Progress (AYP) and achieved a proficient or advanced rating in Reading/Language Arts.

• Numerator: Number of CTE concentrators who met the proficient or advanced level on the NeSA Reading/Language Arts assessment and who were included in the State’s computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education.
• Denominator:  Number of CTE concentrators who took the NeSA Reading/Language Arts assessment whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.

1S2: ACADEMIC SKILL ATTAINMENT – MATH: The percentage of Career Education students, concentrating in a course of study, who were included in the calculations for Adequate Yearly Progress (AYP) and achieved a proficient or advanced rating in Math.

• Numerator: Number of CTE concentrators who met the proficient or advanced level on the NeSA Mathematics assessment and who were included in the State’s computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education.
• Denominator:  Number of CTE concentrators who took the NeSA Mathematics assessment whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.

2S1: TECHNICAL SKILL ATTAINMENT: Percentage of Career Education students, concentrating in a course of study, who demonstrate technical skill attainment through GPA, dual credit course completion, industry certification, or other approved methodology.

• Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year.
• Denominator:  Number of CTE concentrators who took the assessments during the reporting year.

3S1: COMPLETION: Percentage of Career Education students, concentrating in a course of study, that graduated with a diploma.

• Numerator: Number of CTE concentrators who earned a regular secondary school diploma, earned a GED credential as State-recognized equivalent to a regular high school diploma (if offered) or other State-recognized equivalent (including recognized alternative standards for individuals with disabilities), or earned a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma (if offered) during the reporting year.
• Denominator:  Number of CTE concentrators who left secondary education during the reporting year.

4S1: GRADUATION RATE: Percentage of Career Education students, concentrating in a course of study, who were included in the graduate rate calculation for adequate yearly progress (AYP) for the state of Nebraska.

• Numerator: Number of CTE concentrators who, in the reporting year, were included as graduated in the State’s computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA.
• Denominator: Number of CTE concentrators, who, in the reporting year, were included in the State’s computation of its graduation rate as defined in the State’s Consolidated Accountability Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA.

5S1: PLACEMENT: Percentage of Career Education students, concentrating in a course of study, that graduated and within the 2nd quarter after the year of completion are enrolled in a postsecondary program, advanced training, service to the military, or are employed.

• Numerator: Number of CTE concentrators who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the second quarter following the program year in which they left secondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).
• Denominator:  Number of CTE concentrators who left secondary education during the reporting year.

6S1: NON-TRADITIONAL PARTICIPATION: Percentage of gender non-traditional students participating in programs leading to occupations that are determined to be gender non-traditional.

• Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.
• Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.

6S2: NON-TRADITIONAL COMPLETION: Percentage of gender non-traditional students who complete programs leading to occupations that are determined to be gender non-traditional.

• Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.
• Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.