Description: Tags: 2004perkins

Carl D.
Perkins
Vocational and Technical
Education Act of 1998
Program Year 2003-2004
Report to Congress
State Performance
U.S. Department of Education

Office of Vocational and Adult Education
September 2005
Carl D. Perkins
Vocational and Technical Education Act of 1998
Report to Congress on State Performance
Program Year 2003-2004
2
U.S. Department of Education
Margaret Spellings
Secretary
Office of Vocational and Adult Education

Beto D. Gonzalez
Acting Assistant Secretary
March 2006
This report is in the public domain. Authorization to reproduce it in whole or in part is granted.
While permission to reprint this publication is not necessary, the citation should be: U.S.
Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Vocational
and Technical Education Act of 1998, Report to Congress on State Performance, Program Year
2003-2004, Washington, DC, 2005.
This report is also available on the department’s Web site at: www.ed.gov/offices/OVAE.
On request, this publication is available in alternate formats, such as Braille, large print,
audiotape, or computer diskette. For more information, please contact the department’s Alternate
Format Center at (202) 260-9895 or (202) 205-8113.
3
CONTENTS
Executive Summary..............................................................................................................5
I. Introduction.................................................................................................................8
II. State Performance Data.............................................................................................12
III. Issues Surrounding Data Quality..............................................................................29
IV. Conclusion................................................................................................................33
Attachments
A: Perkins State Allocations: PY 2003-2004

B: States’ Definitions of “Concentrators”: PY 2003-2004
C: States’ Measurement Approaches for Academic and Technical Skill Attainment
D: Glossary of Terms
E: Individual State Data Profiles: PY 2003-2004
4
Executive Summary
The Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III or Act)
requires, in Section 113(c)(3)(C), that the Secretary provide the appropriate committees of
Congress copies of annual reports received by the department from each eligible agency that
receives funds under the Act. Section 113(c)(3)(A) further requires the Secretary to make the
information contained in such reports available to the general public. To meet this obligation, the
Department of Education is providing the data in both text and digital (on the Internet) formats.
The report can also be obtained in other formats for persons with special needs.
These reports contain information on states’ progress in achieving their adjusted performance
levels—negotiated with and approved by the department—on the core indicators of performance
listed in Section 113(b)(2)(A):
• Student attainment of challenging State established academic, and vocational and

technical, skill proficiencies.
• Student attainment of a secondary school diploma or its recognized equivalent, a

proficiency credential in conjunction with a secondary school diploma, or a
postsecondary degree or credential.
• Placement in, retention in, and completion of, postsecondary education or advanced
training, placement in military service, or placement or retention in employment.
• Student participation in and completion of vocational and technical education programs

that lead to nontraditional training and employment.
For purposes of data collection and reporting, the department divided the core indicators of
performance into 14 sub-indicators—seven sub-indicators each for secondary and postsecondary
education.
As required by statute, states also provide disaggregated data on the progress of students in each
of the special population categories listed in Section 3 of the legislation:
• Individuals with disabilities;

• Individuals from economically disadvantaged families, including foster children;
• Individuals preparing for nontraditional training and employment;
• Single parents, including single pregnant women;
• Displaced homemakers; and
• Individuals with other barriers to educational achievement, including individuals with
limited English proficiency.
5
Section 206 of Perkins III requires states to report on the effectiveness of their tech-prep
programs and, therefore, states must report data for tech-prep students by each sub-indicator
separately. Finally, the department requires that states report on the progress of students by
gender, race, and ethnicity.
This is the fifth annual report to Congress by the department. This report transmits data that
states submitted to the department for Program Year (PY) 2003-2004.1 In finalizing their data
submissions to this department, states attested to the accuracy and completeness of their data.
Among the highlights of this report:
• Fewer students were reported by states as having enrolled in vocational and

technical education courses in PY 2003-2004 than in the previous year, but the rate
of enrollment is still higher than in the earlier years of Perkins III implementation.
• Although there have been some improvements, concerns remain regarding states’
performance data. Among the major issues are the use of varying performance
measures that do not share a common standard for validity and reliability; the variety of
student population definitions used by states (i.e., whom they count in their
accountability system); the inability of some states to track students' transition to
subsequent education and employment; and the limited availability of national or state
assessments to evaluate students' technical skill attainment—an important outcome of
participation in vocational and technical education.
• Two states met or exceeded each of their PY 2003-2004 secondary performance

levels. This represents a decrease from PY 2002-2003 when six states met or exceeded
each of their secondary performance levels.
• Three states met or exceeded each of their postsecondary performance levels. This
represents a decrease from PY 2002-2003 when five states met or exceeded each of
their postsecondary performances levels.
• Nineteen states were awarded incentive grants from the department during PY
2003-2004 for having exceeded their performance levels overall under Perkins III,
Title I of the Workforce Investment Act (WIA), and the Adult Education and Family
Literacy Act (AEFLA): Alabama, Colorado, Delaware, Georgia, Iowa, Indiana,
Louisiana, Maryland, Michigan, Minnesota, Missouri, North Dakota, Nebraska,
Nevada, Oregon, Pennsylvania, South Carolina, South Dakota, and Tennessee. This
represents a decrease from PY 20022003 when twenty-three states were awarded
incentive grants.
This report to Congress contains four sections. The first section enumerates the accountability
requirements in Perkins III and describes efforts by the department to help states develop their
performance accountability systems and their performance levels for vocational and technical
education. The second section summarizes states’ progress in meeting their PY 2003-2004
performance levels. The third section discusses issues pertaining to the quality and reliability of
1
The program year (PY) generally operates from July 1 – June 30.
6
states’ Perkins performance data. The final section offers conclusions. Individual state data
profiles are provided in the attachments.
7
I. Introduction
A. Accountability for Results
The Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III) is the principal
source of federal funding to states for the improvement of secondary and postsecondary
vocational and technical education programs. Each year under Perkins III, Congress has
appropriated more than $1.1 billion for grants to states, including the basic state grants (Title I)
and tech-prep grants (Title II). States then determine what share of Perkins III funds should be
allocated to secondary and postsecondary institutions in their state. Over the past four years,
states have allocated an average of 60 percent of their funds to secondary education and 40
percent to postsecondary education. A few states allocate as much as 90 percent of their funds to
secondary vocational and technical education programs and only 10 percent to their
postsecondary programs. States generally distribute federal funds by formula to local
educational agencies, area vocational and technical schools, community colleges, and other
public or private nonprofit institutions that offer vocational and technical education programs
that meet the requirements of the law. Attachment A provides information on each state’s
allocation for PY 2003-2004, the year covered in this report.
Congress made accountability for results a central focus of the Perkins III legislation, setting out
new performance accountability requirements for states and local programs. These requirements
were established "to assess the effectiveness of the State in achieving statewide progress in
vocational and technical education, and to optimize the return of investment of Federal funds in
vocational and technical education activities." [Section 113(a)] With input from local program
administrators, states are required to report annually on the following core indicators of
performance:
• Student attainment of challenging State established academic, and vocational and

technical, skill proficiencies.
• Student attainment of a secondary school diploma or its recognized equivalent, a

proficiency credential in conjunction with a secondary school diploma, or a
postsecondary degree or credential.
• Placement in, retention in, and completion of, postsecondary education or advanced
training, placement in military service, or placement or retention in employment.
• Student participation in and completion of vocational and technical education programs

that lead to nontraditional training and employment.
For purposes of state data collection and reporting, the department divided the core indicators
into fourteen sub-indicators—seven indicators each for secondary and postsecondary education.
As required by statute, states also are required to report disaggregated data on the performance of
students in the following special population categories listed in Section 3 of the legislation:
8
• Individuals with disabilities;
• Individuals from economically disadvantaged families, including foster children;
• Individuals preparing for nontraditional training and employment;
• Single parents, including single pregnant women;
• Displaced homemakers; and
• Individuals with other barriers to educational achievement, including individuals with
limited English proficiency.
Section 206 of Perkins III requires states to report on the effectiveness of their tech-prep
programs and, therefore, states must report data for tech-prep students by each sub-indicator
separately. Finally, the department requires that states report on the progress of students by
gender, race, and ethnicity.
B. Establishing Measures and Setting Performance Levels
Education is primarily a state function. The U.S. Department of Education makes available
considerable funding to states to provide education programs and works with states to establish
standards that will ensure that all citizens receive equitable access to high quality educational
opportunities. States, however, provide the bulk of the resources to design and offer educational
programs that meet the needs of their citizens. The Perkins III funding is provided to states with
the expectation that states will gather and report data on program performance.
The Perkins III legislation afforded states considerable latitude in selecting their measurement
approaches for each indicator and identifying those students on which to report performance.2
This law was passed prior to the No Child Left Behind (NCLB) Act of 2001 and does not require
that these indicators meet a single standard of validity and reliability. States submitted their
measurement approaches and student population definitions, along with baseline performance
levels for each of the sub-indicators, as part of their original Perkins III state plans. States then
reached agreement with the department on the performance levels they would seek to achieve for
each sub-indicator for each year in which the legislation would be in effect. States have set
increasingly higher performance levels for themselves to comply with the legislative requirement
of demonstrating continuous improvement on the indicators of performance (Section
113(b)(3)(A)(vi)(II)).
Over time, many states have changed one or more of their measurement approaches and/or
student population definitions. These modifications may improve data quality, but they often
reduce the ability to analyze state performance trends except in the most general of terms (i.e.,
comparing states to one another or tracking trends in program performance over extended time
2
States report performance data for “concentrators”—that is, students who take a
threshold number of courses or credits in vocational and technical education. Although this
definition varies from state to state, most states define a concentrator as a student who is
enrolled in a threshold level of vocational education, usually represented as two or three
vocational and technical education courses.
9
periods).
Further, while the legislative latitude has enabled states to build upon their existing data
collection systems, it has produced wide variation across states in student population definitions
and measurement approaches. For example, one state may measure academic attainment using a
state-developed assessment instrument, while another state may use grade point averages.
Attachment C illustrates the range of measurement approaches used by states for students’
academic and technical skill attainment.
C. Efforts to Help States Build their Perkins Accountability Systems
Since Perkins III was enacted, the department has worked with states to help them build and
continually improve their performance accountability systems for vocational and technical
education. During the first two years of Perkins III implementation, the department hosted “Data
Quality” and “Program Quality” workshops. These workshops brought together state directors,
policymakers, and data experts to review and improve student population definitions and
measurement approaches. The workshops were followed by a series of conference calls to
discuss data measurement and collection issues.
The department also established a Web site—the Peer Collaborative Resource Network (PCRN)
—to foster discussion among states on issues pertaining to Perkins accountability systems.
Among the recent discussion items have been strategies to incorporate into states’ Perkins
accountability systems the data collection requirements under NCLB and the Office of
Management and Budget’s (OMB) “common measures.” Discussions are now underway to
identify a common set of measurement approaches that would reduce the variety of
methodologies currently used by the states. If more commonality can be achieved, it will
enhance the department’s ability to analyze data across the states with improved validity and
reliability.
During PY 2003-2004, the department continued to place heightened emphasis on the topic of
accountability during its monitoring site visits. Among the issues addressed during these visits
were policies and procedures used by the states to gather and verify data from local grantees,
efforts by the states to use performance data in funding local grantees, use of data to identify
program strengths and weaknesses as a basis for program reform, and procedures used by the
states to ensure that the data received from local grantees are complete, accurate, and reliable.
The department also continues its Performance Measurement Initiative (PMI). This initiative is
designed to help states improve their ability to report complete, accurate, and reliable data on
students’ academic performance, students’ transition to postsecondary education and
employment, and other important outcomes that are anticipated to be incorporated into new
legislation when enacted. Six states—Arizona, Florida, Nebraska, New Hampshire, New York,
and Pennsylvania—were selected through a competitive review process to collaborate with the
department in the initial phases of the PMI initiative.
Finally, this year, five states—Connecticut, Maine, Minnesota, New Mexico, and Wyoming—
were selected through a competitive selection process to receive individual customized technical
10
assistance on Perkins III accountability. Issues in which the states received technical assistance
ranged from strategies to align their Perkins academic attainment measure to their states’ NCLB
assessment methodology to using administrative records to track students’ progress through
further education and employment.
11
II. State Performance Data
A. Enrollment in Vocational and Technical Education
In PY 2003-2004, states reported over 15.1 million students as having enrolled in secondary and
postsecondary vocational and technical education programs (Figure 1), a slight decrease over last
year (one percent), but still a significant increase over two years ago (26%). Enrollment is an
unduplicated count of all students reported by each state as having taken one or more vocational
and technical education courses. These courses may or may not be funded with federal Perkins
III funds. Table 1 below presents states’ enrollment data by gender, race and ethnicity, and
special population categories.
Figure 1. Student Enrollment in Vocational and

Technical Education Programs: PY 1999-2004
15,366,745 15,155,279
16,000,000
14,000,000 12,050,670
12,000,000 9,605,188 9,565,567
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
0
1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
12
Table 1. Student Enrollment in Vocational and Technical Education Programs:
PY 2003-2004
Note: Enrollments by disaggregated categories are duplicate counts. For example, a student
may be both disabled and economically disadvantaged.
Student Disaggregated Category Secondary Postsecondary and

Characteristics Adult
Gender Male 4,875,586 2,651,557

Female 4,235,499 3,339,892
Unknown 2,950 49,795
Race/Ethnicity Black 1,535,482 803,726
Hispanic 1,542,677 934,286
White 5,387,849 3,326,749
Asian Pacific Islander 399,889 435,131
American Indian 113,304 73,643
Special Individuals with Disabilities 971,212 179,345
Populations Economically Disadvantaged 2,553,208 1,575,465
Nontraditional 2,025,956 1,012,943
Single Parent 56,172 246,912
Displaced Homemaker 4,420 71,729
Limited English Proficient 474,317 284,604
Other Educational Barriers 1,188,624 690,440
In PY 2003-2004, states also reported that approximately 2.3 million students were enrolled in
tech-prep programs (Figure 2). This represents a small decrease from the prior year (six
percent), but still a considerable increase over two years ago (39%). It should be noted,
however, that PY 2002-2003 represented a large increase from the previous year (48%). Wide
variability exists in how states identify tech-prep students. Over the last two years, tech-prep
students have comprised about 15 percent of the total enrollment in vocational and technical
education.
Figure 2. Student Enrollment in Tech-Prep

Programs: PY 1999-2004
2,404,412 2,263,565
2,500,000
2,000,000 1,597,451 1,622,933
1,500,000
1,000,000
542,268
500,000
0
1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
13
It is important to note that many states did not provide complete data on the performance of their
secondary and/or postsecondary tech-prep students for PY 2003-04. This occurred despite the
fact that states receive a separate grant award under Title II of Perkins III to serve tech-prep
students and are required to submit data on the effectiveness of their tech-prep programs under
Section 206 of the legislation. Every state that did not provide complete data for each secondary
and/or postsecondary sub-indicator had a special condition placed on its FY 2005-06 grant
award, requiring it to develop a plan for collecting and reporting data on tech-prep students as
soon as possible, but no later than the PY 2006-07 reporting year. Tables 6 and 7 provides a
summary of where states failed to provide data, along with the total amount of tech-prep funds
the state received during PY 2003-04.
B. State Progress in Meeting Perkins Performance Levels
Attachment E provides individual state profiles containing performance data submitted to the
department by states for PY 2003-2004. Data are reported by each state on students who are
identified as “concentrators.” Attachment B provides each state’s definition of a “concentrator.”
Although the definition of concentrator varies from state to state, most states define a
concentrator as a student who is enrolled in a threshold level of vocational education, usually
represented as two or three vocational and technical education courses. The department is
currently working with states to develop a common definition for “concentrator” to reduce the
variability among states in which students are reported on through their Perkins accountability
systems.
In view of the different state definitions of “concentrator” and the differences in the size of
student populations across states, some of the data provided by states in disaggregated form
potentially could be personally identifiable. Therefore, as a precautionary measure, the
department has masked data in certain cells to ensure that students could not be personally
identified. Specifically, where a state reported actual performance data above 95 percent and
below 10 percent, the cell was coded as >95% and <10%, respectively. The department
continues to examine whether this action appropriately makes data available to the public, as
required by Section 113(c)(3) of Perkins III, while ensuring that the available data are not
personally identifiable.
Tables 2 and 3 summarize states’ progress in attaining their secondary and postsecondary
levels, respectively, for all students. Tables 4 and 5 summarize states’ progress in attaining their
performance levels on each sub-indicator for students in selected disaggregated categories.3
3
Although the Perkins Act requires states to report on a disaggregated basis, the states’ performance
levels are established on an aggregate basis.
14
Table 2. States Meeting or Exceeding Their Performance Levels on Each
Secondary Sub-indicator: PY 2003-2004
Note: An (X) denotes where a state met or exceeded its secondary performance levels. An (NP)
indicates that the state does not offer students the opportunity to earn both a high school diploma
and other credential (e.g., a skill certificate) or that the data was not otherwise provided by the
state. A blank cell indicates where the state did not meet its performance levels.
States Attainment Completion Placement Nontraditional

HS Diploma &
Academic Skill Completion Credential* Placement Participation Completion
Alabama X X X NP X
Alaska X X X NP X X
Arizona X X X NP X X
Arkansas X X X NP X X X
California X NP X X X
Colorado X X X NP X X X
Connecticut X X NP X X X
Delaware X NP X X
District of
Columbia X X X X
Florida X NP X X
Georgia X X NP X X
Guam X X X
Hawaii X X NP X
Idaho X X X NP X X X
Illinois X X X NP
Indiana X X NP X X X
Iowa X X X NP X X X
Kansas X X NP X X X
Kentucky X X X X
Louisiana X NP X X
Maine NP X X
Maryland X X X NP X X
Massachusetts X X X X X X
Michigan X X X NP X X X
Minnesota X NP X X X
Mississippi X X X NP X X
Missouri X X X X
Montana X X X NP X X
Nebraska X X X NP X X X
Nevada X X X X X
15
Table 2 (continued)

HS Diploma &
Academic Skill Completion Credential Placement Participation Completion
New
Hampshire X X X NP X X X
New Jersey X X X X X X X
New Mexico X X X
New York X X X X
North Carolina X X X NP X
North Dakota X X NP X X
Ohio X X NP X
Oklahoma X X NP X X X
Oregon X X NP X X
Pennsylvania X X X X X X
Puerto Rico X X NP NP NP NP
Rhode Island X X X X X X
South Carolina X X X NP X X X
South Dakota X X X NP X X
Tennessee X X X NP X
Texas X X X
Utah X X NP X X X
Vermont X X X X X X X
Virgin Islands X X X X X X X
Virginia X X X NP X X X
Washington NP X
West Virginia NP X NP X X
Wisconsin X X X X X
Wyoming X X X X X X
Total 38 43 36 11 43 43 34
* Note: Only 17 states offer students the opportunity to earn both a high school diploma and
other credential (e.g., skills certificate).
16
Table 3. States Meeting or Exceeding Their Performance Levels on
Each Postsecondary Sub-indicator: PY 2003-2004
Note: An (X) denotes where a state met or exceeded its postsecondary performance levels. An
(NP) indicates that the state did not provide data. A blank cell indicates where the state did not
meet its performance levels.

Academic Skill Degree Placement Retention Participation Completion
Alabama X
Alaska X X X X X X
Arizona X X X X X
Arkansas X X X
California X X X X X
Colorado X X X X
Connecticut X X X X X X
Delaware X X X X X X
District of
Columbia X X X X X X X
Florida X X X
Georgia X X X X
Guam X X NP
Hawaii X X
Idaho X X X X X
Illinois X X X
Indiana X X
Iowa X X X X X
Kansas X X X X
Kentucky
Louisiana X X X X X X
Maine X X X X X X
Maryland X X X X
Massachusetts X X X X X X
Michigan X X X X X
Minnesota X X X X X X X
Mississippi X X X X X
Missouri X X
Montana X X X X
Nebraska X X
Nevada X X X X
New
Hampshire X X X X X X
New Jersey X X X X X X
New Mexico X X X X X
New York X X X X X X
North Carolina X X X X X
17
Table 3 (continued)

North Dakota X X X X
Ohio X X
Oklahoma X X X X X
Oregon X X X X X X
Pennsylvania X X X X
Puerto Rico X X
Rhode Island X X X X X X X
South Carolina X X X X X
South Dakota X X X
Tennessee X X X X
Texas X X X X
Utah X X X X X X
Vermont X X X
Virgin Islands
Virginia X X X X
Washington X X X X X X
West Virginia X X X X X X
Wisconsin X X X
Wyoming X X X X X X
Total 42 34 35 31 38 25 27
18
Table 4. Number of States Meeting or Exceeding Performance Levels for Secondary Sub-
indicators By Selected Disaggregated Categories: PY 2003-2004
Number of States Meeting or Exceeding Performance Levels for…

Disaggregated Attainment Completion Placement Nontraditional
Categories HS Diploma &
Academic Skill Completion Credential* Placement Participation Completion
Male 34 36 31 9 37 30 26
Female 39 46 38 10 36 33 32
Black 17 20 25 7 20 42 40
White 39 40 33 8 40 34 31
Hispanic 17 28 26 6 20 34 37
Individuals with 15 20 25 6 17 19 20
Disabilities
Economically 16 27 26 7 18 35 30
Disadvantaged
Limited English 11 26 21 4 20 27 23
Proficient
Tech-Prep Students 34 37 37 7 33 32 29

19
Table 5. States Meeting or Exceeding Performance Levels for Postsecondary Sub-
indicators By Selected Disaggregated Categories: PY 2003-2004
Number of States Meeting or Exceeding Performance Levels for…

Disaggregated
Categories Attainment Completion Placement Nontraditional
Male 30 24 27 37 34 32 34
Female 45 38 36 32 34 24 20
Black 21 16 15 27 27 30 29
White 41 38 36 28 32 20 20
Hispanic 30 21 20 25 27 33 27
Individuals with 19 22 25 21 19 28 24
Disabilities
Economically 32 25 28 23 23 15 18
Disadvantaged
Limited English 31 27 25 18 19 22 20
Proficient
Tech-Prep Students 19 20 19 21 17 12 6
20
Table 6: States Not Reporting Complete Tech-Prep Student Performance Data
By Secondary Sub-indicator: PY 2003-2004
Note: An (X) indicates that the state did not provide secondary tech-prep data. An (NP)
indicates that the state does not offer students the opportunity to earn both a high school diploma
and other credential (e.g., a skill certificate). A blank cell indicates that the state provided data
for that sub-indicator. The state column also identifies the total amount of funds received by the
state under Title II (Tech-Prep) of Perkins III. States not listed here have reported complete
secondary data on their tech-prep students.
Attainment Completion Placement Nontraditional

States/Total Tech- HS Diploma &
Prep Funds Academic Skill Completion Credential* Placement Participation Completion
Connecticut X X X NP X X X
$899,166
District of X X X X X X X
Columbia
$342,351
Idaho NP X X
$624,444
Kentucky X X
$1,863,662
Louisiana X NP
$2,190,094
Maine X X X
$533,325
Minnesota X X
$1,736,576
Montana NP X
$504,902
New Mexico X X
$839,916
New York X X X X X X X
$5,350,168
Pennsylvania X
$4,238,522
Rhode Island X
$533,325
South Carolina NP X
$1,731,379
Tennessee X X X NP X X X
$2,233,311
Virgin Islands X
$60,325
21
Table 6 (continued)
Attainment Completion Placement Nontraditional

States/Total Tech- HS Diploma &
Prep Funds Academic Skill Completion Credential* Placement Participation Completion
Virginia X NP X
$2,419,604
Washington X
$2,038,374
West Virginia X X X
$877,270
Total 10 6 6 5 10 9 6
22
Table 7: States Not Reporting Complete Tech-Prep Student Performance Data
By Postsecondary Sub-indicator: PY 2003-2004
Note: An (X) indicates where a state did not provide postsecondary tech-prep data for a sub-
indicator. A blank cell indicates that the state provided data for that sub-indicator. The state
column lists the total amount of federal funds received by the state under Title II (Tech-Prep) of
Perkins III. States not listed here reported complete postsecondary data on their tech-prep
students. Sixteen (16) states received federal funds and reported no Tech-Prep student data for
any indicator.

States/Total Tech- Attainment Completion Placement Nontraditional
Prep Funds Academic Skill Degree Placement Retention Participation Completion
Alabama X X X X X X X
$1,995,785
Alaska X X X X X X X
$365,746
Colorado X X X X X X X
$1,448,278
Connecticut X X X X X X X
$899,166
Delaware X X X X X X X
$440,726
District of X X X X X X X
Columbia
$342,351
Idaho X X
$624,444
Indiana X X X X X X X
$2,465,494
Iowa X
$1,245,235
Louisiana
X X
$2,190,094
Maine
X X X X
$533,325
Maryland X X X X X X X
$1,562,420
Michigan X X X X X X X
$3,644,492
Minnesota X X X X X X X
$1,736,576
Mississippi X
$1,390,909
23
Table 7 (continued)
States/TotalTech- Prep Attainment Completion Placement Nontraditional

Funds
New Mexico X X X
$839,916
New Jersey X X
$2,197,165
New York $5,350,168 X
Oklahoma X X X X X X X
$1,571,037
Pennsylvania X X X X X X X
$4,238,522
Puerto Rico
$1,921,202
South Carolina X X X X X X X
$1,731,379
Tennessee $2,233,311 X X X
Washington X X X X X X X
$2,038,374
West Virginia X X X X X X X
$877,270
Wisconsin
$2,178,840
Total 16 16 16 19 22 17 17
24
C. State Progress Trends
1. Secondary Performance Levels
Figures 3, 4, and 5 below display state progress trends on secondary sub-indicators since states
began to submit data to the department in PY 2000-01. Compared to last year, more states met
their performance levels on two secondary sub-indicators: placement and nontraditional
participation. On all other sub-indicators, including skill attainment and high school completion,
fewer states attained their performance levels.
Over the last three years, states have had uneven progress in meeting their secondary
performance levels. Considerably more states met their performance levels for skill attainment
and placement, but considerably fewer met their performance levels for nontraditional
completion. No significant progress was made by states in achieving their academic
achievement or program completion performance levels.
Figure 3. Trends for Secondary Academic and Technical Skill Sub-

indicators: PY 2000-2004
54
48
42
Number of States
36
30
24
18
12
6
0
2000-2001 2001-2002 2002-2003 2003-2004
Year
Academic Skill
25
Figure 4. Trends for Secondary Completion, Diploma, and
Placement Sub-indicators: PY 2000-2004
54
48
42
Numbe r of State s
36
30
24
18
12
6
0
2000-2001 2001-2002 2002-2003 2003-2004
Year
Completion Diploma Placement

Figure 5. Trends for Secondary Nontraditional Sub-indicators: PY

2000-2004
54
48
Numbe r of State s
42
36
30
24
18
12
6
0
2000-2001 2001-2002 2002-2003 2003-2004
Year
Nontraditional Placement Nontraditional Completion
2. Postsecondary Performance Levels
Figures 6, 7, and 8 display state progress trends on secondary sub-indicators since states began to
submit data to department in PY 2000-01. Compared to last year, states generally improved their
26
performance on two postsecondary sub-indicators: diploma/graduation and retention in
employment. On all other sub-indicators, the number of states achieving performance levels
either remained steady or declined.
Over the last three years, states have made considerable progress in meeting several of their key
postsecondary sub-indicators, namely academic attainment, skill attainment, and retention.
States did not make similar progress on degree completion or placement, and the number of
states meeting their performance levels for nontraditional programs declined significantly over
the last three years.
Figure 6. Trends for Postsecondary Academic and Technical Skill

Sub-indicators: PY 2000-2004
54
48
42
Numbe r of State s
36
30
24
18
12
6
0
2000-2001 2001-2002 2002-2003 2003-2004
Year
Academic Skill
27
Figure 7. Trends for Postsecondary Diploma, Placement, and
Retention Sub-indicators: PY 2000-2004
54
48
42
Numbe r of State s
36
30
24
18
12
6
0
2000-2001 2001-2002 2002-2003 2003-2004
Year
Diploma Total Placement Retention
Figure 8. Trends for Postsecondary Non-traditional Sub-

indicators: PY 2000-2004
54
48
42
Number of States
36
30
24
18
12
6
0
2000-2001 2001-2002 2002-2003 2003-2004
Year
Nontraditional Participation Nontraditional Completion
28
D. States Receiving Incentive Grants under the Workforce Investment Act
Section 503 of the Workforce Investment Act (WIA) provides incentive grants to reward states
for successful performance in implementing their workforce and education programs. In PY
2003-2004, 19 states were eligible for incentive awards because they exceeded their performance
levels overall for each of the following programs: WIA (Title I), Perkins III, and the Adult
Education and Family Literacy Act (AEFLA). The states were: Alabama*, Colorado*,
Delaware, Georgia*, Iowa*, Indiana, Louisiana*, Maryland*, Michigan*, Minnesota*,
Missouri*, North Dakota*, Nebraska*, Nevada, Oregon*, Pennsylvania, South Carolina, South
Dakota, and Tennessee*4. This represents an increase from PY 2001-2002 when only sixteen
states were awarded WIA incentive grants. Since PY 2000 (the first year for which WIA
incentive grants were awarded), no states have received a grant each year. Florida, Illinois,
Kentucky, and Texas received consecutive awards from 2000-2003 but did not qualify in 2004.
It is interesting to note that of the 34 states that did not qualify for incentive grants during FY
2004, only six did not qualify due to failure to meet their Perkins performance levels.
In PY 2003-2004, Perkins funds for the incentive grants were $6,453,041, and AEFLA funds
were $10,152,007. No WIA (Title I) funds were allocated for incentive grants, although states
were still able to use their incentive funds to meet the purposes of WIA if their states elected to
do so.
4
Fourteen states—marked with an asterisk (*)—also received awards in PY 2003.
29
III. Issues Surrounding Data Quality
States continue to make strides in building and implementing their Perkins accountability
systems. Many states have instituted more rigorous measures for their indicators, and others
have aligned their secondary data systems under Perkins III with their statewide academic
standards and assessments under NCLB. However, several problems remain surrounding data
quality. The state flexibility emphasized in Perkins III has failed to yield consensus and
consistency across states in how the indicators of performance are measured. This lack of
consistency would be less problematic if the measures selected by each state were valid and
reliable. Even if performance could not be compared from state to state, performance by an
individual state could be compared year to year. Most state indicators of performance, however,
are not valid or reliable, and, as a result, the information they generate is not helpful in
determining the effectiveness of vocational education programs.
Section 122(c)(4)(B) of Perkins III requires a state to describe in its state plan how it will use
funds allotted under Perkins III to “ensure that students who participate in vocational and
technical education programs are taught to the same challenging academic proficiencies as are
taught to all other students.” Nevertheless, the measures or tools many states use to assess high
school students’ attainment of challenging stateestablished academic proficiencies as required
by Perkins III cannot generate valid or reliable data on the extent to which vocational students
master the same state academic standards as other students. Even though some states use
criterion-referenced, standards based assessments to measure student academic achievement
statewide, more than 30 percent (17 out 54) of states measure the academic achievement of their
vocational students using indirect and invalid measures, such as high school graduation,
maintaining a C average, and completing a specific number of courses. Some states also
construct new methods to inflate the results. For example, one state reports on how vocational
students score on an optional college aptitude test that many students do not take. While many
states do use state assessments, these states often hold vocational students to a lower standard
than applies statewide because the states are using the “basic” level to measure the academic
achievement of vocational students instead of the “proficiency” level that the states must use to
measure academic achievement under NCLB.
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. For
example, most states limit the students counted in their measures of postsecondary degree
attainment to those students who are more likely to succeed while excluding students who are at
greater risk of dropping out. It is appropriate to narrow the population of students who enroll in
a postsecondary technical education course to those students who have demonstrated some
commitment to earning a credential by completing the introductory courses of a technical
education program. A few states do apply a modest filter in their measure that is appropriate,
including, for example, 5 states that include all students who have earned 1012 or more credits.
30
Most states, however, limit the students included in their completion measures so dramatically
that the measures lose all meaning. In one state, a student must earn 60 credits before he or she
is counted, while in another, students must complete all of the vocational courses in a degree or
certificate program before the state will take responsibility for their completion. A number of
states report only on fulltime students, despite that nearly half of community college students are
enrolled parttime, and parttime students are at higher risk of not completing a degree or
certificate program. One state counts as successes all students who actually attain a credential—
as well as all students who do not attain a credential but who earn 45 credits.
A 2003 internal audit of OVAE’s Perkins III accountability system conducted by the Office of
Inspector General (OIG) revealed many issues surrounding the accuracy, reliability, and
completeness of Perkins III data (Control Number ED-OIG A03-D0013). Listed below are the
OIG findings and recommendations, along with corrective actions that OVAE has committed to
take to resolve the findings. The current status of each action is provided in italics and
parentheses.
• Finding #1: States were not submitting complete Perkins III performance data to the
department.
Recommendation #1: In the future, provide additional oneonone assistance activities
to those states that are having problems reporting complete data in meeting the
requirements of the law.
OVAE Actions:
 Hold national and annual regional meetings with states to improve the
completeness and quality of their data. During this time, offer individual
sessions with states to discuss their specific data issues. (Completed)
 Conduct monitoring visits to states that are experiencing significant
difficulties in reporting complete and accurate data.
 Hold annual meetings with state directors for career and technical education
to address, among other things, the completeness and quality of their data.
During this time, offer individual sessions with states to discuss their
specific data issues. (Completed)
Recommendation #2: Review the Compliance Supplement to determine if changes are
needed to ensure that the state’s Perkins III performance data are reviewed [by state
auditors] for completeness.
OVAE Action:
31
 Once new legislation is passed, make necessary changes to the Compliance
Supplement to ensure that states’ Perkins III performance data are reviewed
for completeness. (On hold pending reauthorization of the Perkins
legislation)
• Finding #2: OVAE needs to work with states to ensure that performance measures are valid.
Recommendation #1: Consider requesting clarification of the law in the current
reauthorization to specify that OVAE has authority for reviewing and approving
states’ performance definitions.
OVAE Action:
 Released the Administration’s proposal for the Secondary and Technical
Education Excellence Act, which offers recommendations for improving the
Perkins III accountability system. (Completed)
Recommendation #2: In approving future measures, in those cases where the
performance measure does not fully represent the subindicator, provide guidance to
the states for developing other measures.
OVAE Action:
 Provided guidance to states in the negotiation and approval process for new
Perkins performance levels for FY 20042005 (extension year).
(Completed)
Recommendation #3: In those cases where the definition does not fully represent the
performance measure, request that states make a full disclosure in the Consolidated
Annual Report (CAR) stating that the data are the best the state has available to
measure the subindicator.
OVAE Actions:
32
 Clarify directions on the CAR form to ensure that states make full disclosure
of their definitions. (Completed)
 During annual CAR training for states, instruct states to make full disclosure
about their definitions. (Completed)
• Finding #3: OVAE’s monitoring process did not include WIA incentive award recipients for
monitoring visits.
Recommendation #1: Revise its monitoring procedures to include for possible
selection states that qualify for the WIA incentive awards.
OVAE Actions:
 Include states having received an incentive grant for FY 20022003 in the
risk analysis for identifying states for monitoring during FY 20042005.
(Completed)
 Revise the monitoring checklist for accountability to incorporate items from
the OIG instrument that was used to conduct the OVAE Perkins
accountability audit. (Completed)
• Finding #4: Not all states complied with the department’s CAR reporting instructions.
Recommendation #1: Provide additional guidance and instruction to states to
implement improvement strategies that address each subindicator for which the state
did not meet its adjusted performance levels.
OVAE Actions:
 Clarify directions on the CAR form to ensure that states describe their
improvement strategies for any subindicators for which they did not meet
their adjusted performance levels. (Completed)
 During annual CAR training for states, instruct states to describe their
improvement strategies for any subindicators for which they did not meet
their adjusted performance levels. (Completed)
Recommendation #2: Followup with states that do not comply with the CAR
reporting instructions.
OVAE Actions:
33
 Conduct individual followup calls with states that do not comply with the
CAR reporting instructions. (Completed)
34
IV. Conclusion
Many states have continued to make progress in building their performance accountability
systems for vocational and technical education in response to Perkins III. For the most part,
states continue to refine and upgrade their measurement approaches and are increasingly using
their data for state and local program improvement. Much of the data collected, however,
continue to be of questionable value because they are not valid or reliable and create a weak
accountability system that is unable to track improvements in performance. There continue to be
dramatic inconsistencies among states in how student populations are defined which greatly
impacts the ability to make comparisons across states. States vary widely in the way students are
counted in their accountability systems, and more importantly, many states only count the
students most likely to succeed, excluding students who are at greater risk of dropping out, such
as part-time community college students.
Among the other major issues are the inability of many states to track students' progress in
further education and employment, and the shortage of national or state assessments to measure
students' technical skill attainmentan important outcome of participation in vocational and
technical education.
To address these issues, several efforts are underway both inside and outside the department.
Most importantly, with the expiration of Perkins III legislation in October 2004, Congress has
begun the process of legislative reauthorization and has already begun to address some of the
issues raised in the report.
Further, the department plans to continue its monitoring visits and technical assistance sessions
that focus on accountability. This calendar year, eleven states will receive monitoring visits and
the department will again sponsor a leadership conference and data quality institutes for state
directors of career and technical education and their accountability staffs.
The department has held the first of several national and regional institutes to standardize
definitions, measures, and measurement approaches for states’ Perkins accountability systems.
This effort is intended to help states provide consistent, valid, and reliable data to the department.
Connected with the institutes are monthly conference calls for state accountability members to
review related databases and identify ways to collect consistent performance data. The
department also has begun providing direct technical assistance to individual states in topical
areas that they identify as crucial to developing a more effective Perkins accountability system.
Finally, to address the issue of technical skill assessments, two initiatives are underway. First,
the department is commissioning a study of current assessments that are being used and
exploring the relationship between these assessments, industry standards, and current curricular
frameworks. Second, the National Association of State Directors of Career Technical Education
Consortium (NASDCTEC) is working with states in a long-range process to develop technical
skill assessments for each of the 16 career cluster areas it recognizes. The first set of
assessments will evaluate students’ general workplace competencies in each of the 16 career
areas. Subsequent assessments will measure job-specific skills that students need to progress
35
into entry- or advanced-level employment in each of the career areas.
As Perkins III continues to be implemented across this country, the department is pleased to
report its progress as well as further opportunities to build Perkins III accountability systems that
meet the intent of the law—that is, being able to “assess the effectiveness of the State in
achieving statewide progress in vocational and technical education, and to optimize the return of
investment of Federal funds in vocational and technical education activities.”
36
Attachment A
Perkins State Allocations: PY 2003-2004

Basic Grant Postsecondary Share Tech-Prep
Secondary Share of
State Title I of Title II
Title I*
(In Dollars) Title I* (In Dollars)
Alabama $ 21,395,048 67% 33% $1,995,785
Alaska 4,214,921 87% 13% 371,362
Arizona 23,459,604 85% 15% 2,150,847
Arkansas 13,005,604 75% 25% 1,192,379
California 127,491,358 62% 38% 11,688,655
Colorado 15,876,159 42% 58% 1,455,557
Connecticut 9,701,388 85% 15% 889,442
Delaware 4,836,495 85% 15% 445,258
District of Columbia 4,214,921 84% 16% 323,033
Florida 59,188,832 53% 47% 5,426,547
Georgia 35,295,169 50% 50% 3,235,930
Guam 500,000 25% 75% -
Hawaii 5, 827,474 50% 50% 536,490
Idaho 6,886,770 65% 35% 631,392
Illinois 45,306,592 60% 40% 4,153,796
Indiana 26,934,321 64% 36% 2,469,391
Iowa 13,393,636 56% 44% 1,245,235
Kansas 12,020,545 50% 50% 1,102,067
Kentucky 19,222,700 49% 51% 1,863,662
Louisiana 23,396,372 56% 44% 2,190,094
Maine 5,827,474 48% 52% 536,490
Maryland 17,119,337 65% 35% 1,569,534
Massachusetts 19,014,902 70% 30% 1,743,323
Michigan 39,517,200 60% 40% 3,644,492
Minnesota 18,499,310 35% 65% 1,736,576
Mississippi 14,963,035 54% 46% 1,390,909
Missouri 24,101,143 73% 27% 2,209,640
Montana 5,632,376 65% 35% 518,529
Nebraska 7,622,613 61% 39% 709,518
Nevada 7,261,460 69% 31% 665,745
New Hampshire 5,827,474 80% 20% 536,490
New Jersey 23,930,908 52% 48% 2,194,032
New Mexico 9,214,344 50% 50% 844,789
New York 60,300,031 52% 48% 5,528,424
North Carolina 34,167,058 67% 33% 3,132,502
North Dakota 4,214,921 65% 35% 365,326
Ohio 46,602,466 82% 18% 4,449,520
Oklahoma 17,335,590 85% 15% 1,589,361
37
Basic Grant Postsecondary Share Tech-Prep
Secondary Share of
State Title I of Title II
Title I*
(In Dollars) Title I* (In Dollars)
Oregon $14,417,194 50% 50% $1,321,796
Pennsylvania 46,625,668 70% 30% 4,274,732
Puerto Rico 20,301,606 85% 15% 1,921,202
Rhode Island 5,827,474 85% 15% 536,490
South Carolina 19,338,298 70% 30% 1,772,973
South Dakota 4,490,822 45% 55% 413,435
Tennessee 24,745,808 91% 9% 2,268,744
Texas 94,261,011 60% 40% 8,642,032
Utah 13,835,484 60% 40% 1,268,464
Vermont 4,214,921 80% 20% 360,556
Virginia 26,356,104 85% 15% 2,419,604
Virgin Islands 626,305 - - 57,659
Washington 22,171,233 44% 56% 2,038,374
West Virginia 8,469,146 74% 26% 877,270
Wisconsin 22,778,903 45% 55% 2,106,802
Wyoming 4,214,921 65% 35% 285,745
Total $1,165,994,720 - - $107,298,000
* The percentages for the secondary and postsecondary share of Title I funds are based on the
state’s basic allocation less amounts for state leadership, state administration, and any
amounts reserved under the authority of Section 112(c) of Perkins.
38
Attachment B
States’ Definitions of “Concentrators:” PY 2003-2004
Definitions
State
Secondary Postsecondary
Alabama A student who enrolled in two units of credit Locally determined by each local education
within an occupational area in grades 9-12. agency.
Alaska A student who has taken (i.e., may pass or fail) 2 A participant who has been admitted into a
or more vocational education courses within an certificate or degree program, has completed at
approved sequence in one of the specific career least 12 vocational credit hours of the
areas as defined by USED. course/program of study toward a certificate or
degree, or has completed all coursework for an
industry recognized credential (not awarded by the
postsecondary institution), as established by the
postsecondary institution. Because the process for
tracking all credentialing programs within the
university system is not yet in place, we are
counting all vocational students with 9 credits,
vocational and/or academic, during the reporting
year, as the best means to approximate the intent of
the definition.
Arizona A student who achieves two Carnegie units/credits A student enrolled in the state threshold level of
in a single CTE program is a concentrator. One vocational education. Arizona defines the state
unit/credit must be in a Level III course. The tech- threshold level of vocational education for
prep secondary student population is a subset of postsecondary as: A minimum of seven vocational
the vocational concentrator definition with the credit hours in the same vocational area prefix; A
additional requirement that a grade “C” or better is minimum of one state-designated course in
required within an articulated program. This use of English or math, technical/business English,
the “C” grade will align the secondary and technical math, integrated academic/occupational
postsecondary definitions. course at or above the 100 level, or demonstrated
proficiency by assessment; Both of the above must
be obtained within the five previous years
including the reporting period.
Arkansas A student who enrolled in two units of credit A student who declared a major in or who enrolled
within an occupational area in grades 9-12. in a certificate, diploma, or occupational associate
degree program.
California A secondary school student enrolled in the second 1P1& 1P2: A student enrolled in any vocational
and advanced level courses (including the capstone course designated as a course in the middle or end
course) of a planned CTE program sequence. of a vocational program.
2P1, 3P1, 3P2 & 4P2: A student who:

1) Successfully completed a minimum threshold
of 12 or more credit units of related
coursework in a vocational or technical
program area with one or more of those
courses designated as being in the middle or
end of a vocational program or
2) Received a certificate or degree in the cohort
year.
39
Definitions
State
Colorado Locally determined by each local education No unique state definition of a vocational
agency. concentrator has been developed. The state does
have a definition of a “partial completer” but these
students are not counted in the measurement
approaches. A partial completer is an individual
who has been reported on the VE-135 and has
demonstrated attainment of more than 50% of the
completer requirements as identified in the
program approval.
Connecticut A student who has completed at least two credits A student who has completed at least two credits
of a career and technical education sequence in a of a career and technical education sequence in a
given career and technical education instructional given career and technical education instructional
program. This sequence should provide students program. This sequence should provide students
with entry-level, job-related skills and/or the with entry-level, job-related skills and/or the
ability to continue in higher education. ability to continue in higher education.
Delaware A student enrolled in a career path of three or more A student enrolled in a career path of three or more
vocational-technical courses. To achieve more vocational-technical courses. To achieve more
consistency in data collection the definition was consistency in data collection the definition was
revised to read “a student enrolled in the third revised to read “a student enrolled in the third
course of an approved career-technical pathway”. course of an approved career-technical pathway”.
District of A student who has completed at least two CTE A student who has completed at least 50% of a
Columbia courses. CTE program.
Florida A student who completes at least one occupational Vocational concentrator postsecondary certificate:
completion point within a vocational program. An A student who completes at least one occupational
occupational completion point is an exit point in a completion point within a vocational program in
vocational program, which is linked to a labor the reporting year. An occupational completion
market entry point. point is an exit point in a vocational program,
which is linked to a labor market entry point.
Vocational concentrator postsecondary degree: A
student who has earned 11 or more credits toward
the declared degree or certificate.
Georgia A student who earned four or more credits A student enrolled in a credit major who has
(Carnegie Units) in vocational education courses, completed at least 12 hours (does not include
of which three are in a concentrated career and specially admitted students).
technical prep (CTP) program of study. This
definition parallels the state requirements for
graduating with CTP or a dual diploma. This
considers variations in credit awards for courses,
because of different scheduling systems at local
school systems. The most standardized unit of
counting student participation in vocational
education programs of study is the Carnegie unit.
Guam A student who enrolled in a program/sequence of A concentrator is a “declared” student pursuing a
courses identified in the GCC/Guam Department certificate or Associate degree and/or an individual
of Education (GDOE) Memorandum of Agreement accepted into the apprenticeship program.
(MOA) and completed two years of course work in
a program listed in the MOA.
Hawaii A 12th grade student who has completed the A student in a declared vocational program who
requirements for her/his selected state certified has completed at least ten credits in her/his
career and technical education program of study. program.
40
Definitions
State
Idaho A student who has completed three or more A student enrolled in state funded technical college
semesters of a professional-technical program professional-technical programs.
sequence by the end of his/her junior year or who
has completed all the courses (if less than three
semesters) offered in an occupational area or who
is enrolled in a state approved professional-
technical school/academy.
Illinois A student who has earned two Carnegie units of A student who has earned 12 credit hours during
credit at the training level (typically grades 11 and an academic year, with the objective to complete a
12) in a program area. degree or an occupational certificate and the intent
to enter a new occupation or improve their
occupational skills.
Indiana A student who enrolled in a sequence of courses or A student who enrolled in a sequence of courses or
instructional units that provide the academic and instructional units that provide the academic and
technical skills, knowledge, and proficiencies to technical skills, knowledge, and proficiencies to
prepare the individual for employment and/or prepare the individual for employment and/or
further education. further education.
Iowa A student who has a combination of completed and A student who has a combination of completed and
presently enrolled vocational units totaling at least presently enrolled vocational courses representing
two vocational units (two years) in the vocational a full semester/quarter load in the vocational
program being reported. program being reported.
Kansas A student enrolled who has completed three A student enrolled in a vocational program.
courses within a program. The courses making up
a program may be one approved, but not
necessarily funded, and two funded courses, or
enrolled in a three-hour vocational block class.
Kentucky A student who is enrolled in a technical education A full-time student who has declared a technical
program and satisfactorily completes three courses education major and is enrolled in a sequence of
in a sequence of courses for an occupation. The courses. These courses must have industry-
sequence must have industry-validated standards validated academic and technical knowledge, as
leading to an occupation/career major. well as skill standards leading to an occupation or
career in a one-year or two-year program.
Louisiana A student with a declared vocational/technical A student enrolled in a certificate, diploma, or
major in a certificate, or associates degree program associate degree vocational/technical program and
and who has successfully completed 12 credit who has completed the equivalent of 6 credit hours
hours within the declared major. in the designated certificate, diploma or associate
degree program.
Maine High school seniors reported on fall EF-V-116 Students formally admitted (matriculated) into a
forms as enrolled in an approved secondary certificate, diploma or associate degree
vocational program at an area vocational center. postsecondary technical education program offered
with the approval of the Board of Trustees by a
campus of the Maine Technical College System.
Maryland A student who has enrolled in a course at the A student who has enrolled in a course at the
“concentrator” level for a CTE completer program. “concentrator” level for a CTE completer program.
Concentrator courses were identified for every Concentrator courses were identified for every
CTE program sequence in every local school CTE program sequence in every local school
system in Maryland. system in Maryland.
41
Definitions
State
Massachusetts A student who is enrolled in a state-approved A student who is enrolled in a state-approved
vocational technical education program that also vocational technical education program that also
meets the Perkins Act definition of vocational and meets the Perkins Act definition of vocational and
technical education or is enrolled in a career and technical education or is enrolled in a career and
technical education program that meets the Perkins technical education program that meets the Perkins
Act definition of vocational and technical Act definition of vocational and technical
education. education.
Michigan A student who is enrolled in a state-approved An occupational student officially enrolled (as of
career and technical education program and who the officially recognized federal count date) in an
has completed at least 60% of the required occupational program and who has earned at least
program coursework. 12 credits (excluding developmental coursework)
towards the completion of an award as of the
beginning of the reporting year.
Minnesota A student successfully enrolled in a single CTE A student with a declared major in a Perkins
program for more than 90 hours (successfully approved vocational technical education program
defined as a passing grade). and who has completed 33% of the program
requirements (credits completed).
Mississippi A student who has completed the first year of a A student who has completed 50% or more
two-year program and has enrolled in the second vocational or technical classes within a program.
year of the program.
Missouri A student who earns a minimum of two (2) units of A student earning 75% of the total number of
credit in a career education program or sequence credit hours required to complete a degree in a
of career education courses. career education-approved subject area or a
participant in a postsecondary program that has
completed a minimum of five hundred (500) clock
hours.
Montana A student who will have received at least three A student who declares a vocational-technical
units of vocational course credit during a high program of study.
school career. A unit of credit is two semesters of
study. These credits may be earned in multiple
vocational program areas.
Nebraska A student who has enrolled and/or completed a A student who (has taken at least one 1.5 or 2.0
sequence of three or more CTE courses (or has level course) during the program year, has declared
completed all of the courses offered in an area) a vocational major, and has completed 20 or more
during their high school attendance, which lead to semester (45 or more quarter) hours (as reported to
entry-level occupations, apprenticeship, military or IPEDS).
post high school training and has achieved the 12th
grade level.
Nevada A student enrolled in one or more terminal courses. (For the 2003-03 reporting year) A first-time
A terminal course is an occupational-specific student enrolled in the fall of 1999 who declared a
course that is taken at the end of a sequential vocational major (Associate of Applied Science
course of study. Each school district has the Degree or Certificate of Achievement) anytime
responsibility of identifying the district’s terminal between fall 1999 and summer 2003 and who were
courses. able to accumulate nine occupational credits
between fall 1999 and summer 2003.
New A student who has completed greater than 50% of A student who has completed greater than 50% of
Hampshire the required sequence of instruction in his/her CTE the required sequence of instruction in his/her CTE
program and is enrolled in the second half of the program and is enrolled in the second half of the
program as of October 1st or March 1st. program as of October 1st or March 1st.
42
Definitions
State
New Jersey A student who is enrolled in the final level/course A student who is matriculated in an Associated in
of an approved vocational-technical education Applied Science (AAS) or certain Associate in
program after successfully completing previous Science (AS) programs, or related credit
coursework receiving at least a minimum passing generating certificate programs, and who is
grade. enrolled in, or has successfully completed one
college-level course and was enrolled full-time in
the fiscal reporting year.
New Mexico A student enrolled in an identified program or A student enrolled in an identified program or
coherent sequence of courses or instructional units coherent sequence of courses or instructional units
providing him/her with the academic and technical providing him/her with the academic and technical
knowledge, skills and proficiencies to prepare for knowledge, skills and proficiencies to prepare for
employment and/or further/advanced education employment and/or further/advanced education
and those students who have completed three or and those students who have completed three or
more career-technical courses in that sequence. more career-technical courses in that sequence
(secondary) or have completed eight
postsecondary credit hours, and have declared a
career-technical education major.
New York A student who has attended school in the year in A first-time, full-time credit-bearing student of an
which the student is eligible to graduate and has entry cohort for the fall of a given year who attains
passed a sequence of CTE courses that incorporate at least 12 credits by June 30 of the reporting year.
the career development and occupational studies
standards of New York state.
North Carolina A student who completes four vocational (career- A student who is enrolled in a state-approved
technical education) credits in a career major program leading to an applied science degree or
(threshold level of vocational education) and who certificate that has completed at least 75% of the
graduates. coursework.
North Dakota A student enrolled in a sequence of two or more A student who enrolled in a sequence of courses or
credits that provides the academic and technical instructional units that provides an individual with
knowledge/skills/proficiencies within a career & the academic and technical knowledge/skills/
technical education program. proficiencies to prepare the individual for
employment and/or further education.
Ohio A student who is enrolled in the last class of a A student who declared a major in a technical
series of classes within a program or is in the final program, began enrollment no earlier than winter
class of a competency-based series of experiences. of 1998, and accumulated 36 semester (54 quarter)
hours as of spring in the reporting year.
Oklahoma A student enrolled in an approved occupational A student enrolled in an approved occupational
program to gain the knowledge and skills for program to gain the knowledge and skills for
employment or to continue into postsecondary employment or to continue postsecondary
education and/or advanced training. education and/or advanced training.
Oregon A student who has accumulated at least two credits A student who has completed more than half of a
in an approved professional technical education state approved professional technical education
program during the four years of high school. certificate or degree program.
Pennsylvania A student who is enrolled in a n approved career A student who is enrolled in an approved career
and technical education program. and technical education program.
43
Definitions
State
Puerto Rico A 12th grade student who has been participating in A student who has graduated from high school or
a specific vocational course for two to three its equivalent (GED) who has been participating in
consecutive years (10th, 11th and 12th) or an adult a specific occupational or technical course for one
participating in any particular adult program to two or more consecutive years towards an
directed to complete an occupational field offered occupational certificate or two years or more
by a vocational public school or a community- towards an Associate Degree, or any particular
based organization. adult program certificate offered by a vocational
public school, any of the four campus of our
technological institute, our tool and die school or
community-based organization.
Rhode Island A student who enrolled in and completed at least A first time, full time matriculated career and
two sequential, semester-long career and technical technical education student enrolled in the school
education courses in either a state recognized year commencing three years prior to the reporting
career and technical education program or a year (postsecondary student), or a student who
sequence of recognized courses. enrolled in a non-credit vocational training course
or series of courses leading to a certificate (adult
student).
South Carolina A student who has been assigned a Classification Student who has been assigned a CIP code
of Instructional Programs (CIP) code designating a designating a specific vocational program.
specific CTE program.
South Dakota A student who earned two Carnegie units of credit A student who earned two Carnegie units of credit
within a program and is at least a junior in high within a program and is at least 50% completed in
school. the school-approved program.
Tennessee A student with three units (credits) in a focused, A student who is entering the second half of their
sequential vocational program of study program.
(concentration) and one unit in a related vocational
area or an additional credit in the sequence.
Texas A student who demonstrates intent to achieve A student who has declared a major course of
proficiency equivalent to at least two and one-half study in a technical field and intends to receive a
credits in a coherent sequence of courses for career certificate or degree in that field.
and technology preparation and meets all academic
requirements.
Utah A student who completes three semesters (1.5 A full-time student (initially registering as full-
credits) of training in the same CTE program area time) with a declared major in CTE Certificates, or
during grades 9-12. A.A.S. or approved Applied Technology Education
A.S. Degrees. A completer is a concentrator who
graduates with an CTE Certificate, or A.A.S or
approved Applied Technology A.S. Degree. For
postsecondary technical colleges, these are adults
completing 60 or more membership hours in
preparatory programs. A completer is a
concentrator also designated as a program
completer, skill completer, or pre-completion job
placement.
44
Definitions
State
Vermont The state articulates a threshold level of technical A student who has declared a major in and/or has
education, i.e. those academic and technical skills enrolled in a two-year vocational-technical
necessary to prepare an individual for employment education program or certificate program offered
and/or further education, in the state-approved core through a postsecondary institution and who is
competencies for programs. A student who has taking courses that meet the requirements of that
reached this threshold level of technical education program.
is a student who has either been given instruction
in all of a program’s competencies and workplace
skills or has attended one technical education
program (other than pre-vocational) for at least 80
minutes per day for two years (or its equivalent).
In the Vermont core indicators these students are
referred to as completers.
Virgin Islands A Student who has enrolled in the vocational A students who has enrolled in the vocational
education program and is taking more than two education program and is taking more than two
courses in sequence with plans to continue toward courses in sequence with plans to continue toward
completion in a specific career pathway. completion in a specific career pathway.
Virginia A student who completes a coherent sequence of A student who completes 50% of a coherent
courses in a specific program area as identified in sequence of courses in a specific program area as
the Administrative Planning Guide. identified in the Administrative Planning Guide.
Washington A student who has enrolled in more than one Locally determined by each local education
vocational course within a single program area but agency.
has not yet completed the instructional program.
West Virginia A student who has completed at least four units of A student who enrolls and declares as an academic
credit in a vocational concentration. major a program leading to a certificate (one year)
or an associate degree in a career-technical
program.
Wisconsin A student who took 24 credits in an academic year A student who has been accepted into a program
or enrolled for the first time in a less than 30 short for the first-time and is enrolled full-time [took 24
term) program and had taken no classes in the or more credits in programs of one or more years
prior 4 years (not including tech-prep or youth in length or was accepted into a Short-Term (less
options courses. than one-year) program]. First time means that a
student has not been enrolled in a program for the
past ten years (student records are not maintained
at the state level for more than 10 years). A cohort
of these students is created each year and followed
for three years for outcomes; students remain in
their cohort even if they take less than 24 credits
during the second or third year that their cohort is
followed.
Wyoming A student who has taken three or more semester A student who has taken six or more semester
courses in a vocational program, including those courses in a vocational program, including those
who may be currently enrolled in their third who may be currently enrolled in their sixth
course. course.
45
Attachment C
States’ Measurement Approaches for

Secondary and Postsecondary Academic and Technical Skill Attainment
Figure 5. Measurement Approaches

Used by States for Secondary
Academic Attainment
11
National/state assessment (30)
GPA (6)
Course Completion (7)

7 30
Graduation (11)
Figure 6. Measurement Approaches

Used by States for Postsecondary
Academic Attainment
9
12
Course completion (12)
Program completion (11)
GPA (22)
11
22
46
Figure 7. Measurement Approaches Used by
States for Secondary Technical Skill Attainment
8 GPA (9)

30
Figure 8. Measurement Approaches Used by States

for Postsecondary Technical Skill Attainment
19
GPA (14)
13
14
47
Attachment D
Glossary of Terms
Below are the statutory definitions for each of the special populations for which states are
required to provide data.
DISPLACED HOMEMAKER
The term `displaced homemaker' means an individual who--

(A)(i) has worked primarily without remuneration to care for a home and family, and for that
reason has diminished marketable skills;
(ii) has been dependent on the income of another family member but is no longer supported by
that income; or
(iii) is a parent whose youngest dependent child will become ineligible to receive assistance
under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years
after the date on which the parent applies for assistance under this title; and
(B) is unemployed or underemployed and is experiencing difficulty in obtaining or upgrading
employment.
INDIVIDUAL WITH LIMITED ENGLISH PROFICIENCY
The term ìndividual with limited English proficiency' means a secondary school student, an
adult, or an out-of-school youth, who has limited ability in speaking, reading, writing, or
understanding the English language, and--
(A) whose native language is a language other than English; or
(B) who lives in a family or community environment in which a language other than English is
the dominant language.
INDIVIDUAL WITH A DISABILITY
(A) in general the term ìndividual with a disability' means an individual with any disability (as
defined in section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C. 12102).
(B) the term ìndividuals with disabilities' means more than 1 individual with a disability.
NONTRADITIONAL TRAINING AND EMPLOYMENT
The term `nontraditional training and employment' means occupations or fields of work,
including careers in computer science, technology, and other emerging high skill occupations, for
which individuals from one gender comprise less than 25 percent of the individuals employed in
each such occupation or field of work.
48
TECH-PREP PROGRAM
The term `tech-prep program' means a program of study that--

(A) combines at least 2 years of secondary education (as determined under State law) and 2 years
of postsecondary education in a nonduplicative sequential course of study;
(B) strengthens the applied academic component of vocational and technical education through
the integration of academic, and vocational and technical, instruction;
(C) provides technical preparation in an area such as engineering technology, applied science, a
mechanical, industrial, or practical art or trade, agriculture, a health occupation, business, or
applied economics;
(D) builds student competence in mathematics, science, and communications (including through
applied academics) in a coherent sequence of courses; and
(E) leads to an associate degree or a certificate in a specific career field, and to high skill, high
wage employment, or further education.
49
Attachment E
Carl D. Perkins Vocational and

Technical Education Act of 1998
(Perkins III)
INDIVIDUAL STATE DATA PROFILES:

PY 2003-2004
50
Notes for Interpreting the Individual State Data Profiles
Each state’s data need to be reviewed in the context of that state’s definition of a concentrator.
In view of the different state definitions of “concentrator” and the differences in sizes of student
populations across states, some of the data provided by states in disaggregated form could be
personally identifiable. Therefore, as a cautionary measure, the department has masked data in
certain cells to ensure that students could not be personally identified. Specifically, where a state
reported actual performance data above 95% or below 10%, the cell was coded as >95% and
<10%, respectively. We will continue to examine whether this appropriately makes data
available to the public as required by Section 113(c)(3) of Perkins III while ensuring that the
available data are not personally identifiable.
In finalizing their data submissions to this department, the states attested to the accuracy and
completeness of the data. The term “2003-2004 levels” refers to the adjusted performance levels
agreed upon by the department and a particular state. The data are self-explanatory for the
purpose of Section 113(c)(1) of Perkins III, which is to report the progress of the states in
achieving their adjusted levels of performance for core indicators and any additional state
indicators. The abbreviated headings and definitions used by some states, however, may not
always clarify distinctions or similarities in the specific data collected for different sub-
indicators. Anyone wishing further information about a particular state’s data may obtain
information from the Accountability and Performance Branch by calling Dr. John Haigh at
(202) 245-7700.
51
52
ALABAMA
Secondary
Indicators Academic Attainment Skill Attainment Secondary Completion Credential and Secondary Placement Nontraditional Nontraditional
Diploma Participation Completion
Measurement Approach High School Graduation National/State Standards High School Graduation National/State Standards Surveys/Placement State/Local State/Local Administrative
& Local Assessment and state-approved local Records Administrative Data Data
assessment systems
Measurement Definitions Percent of grade 12 Percent of grade 12 Percent of grade 12 Percent of grade 12 Percent of grade 12 Percent of nontraditional Percent of nontraditional
concentrators who took concentrators with a concentrators receiving concentrators who receive program completers participants in completers of
the high school graduation recorded skill proficiency diplomas (excluding a career profile that surveyed who were placed nontraditional programs. nontraditional programs.
exam and passed all parts. rating whose proficiency special education graduate with a diploma in
is equal to or greater than diplomas). or equivalent. postsecondary/advanced
the state average of training, employment,
72.94%. and/or the military within
12 months (excluding
unemployed by choice
and unknown).
2003-2004 Targets 77.78% 46.45% 65.36% N/P 78.42% 14.88% <10%

2003-2004 Results 88.01% >95% 82.70% N/P 94.27% <10% <10%
Gender - Results
Male 87.90% >95% 80.93% N/P >95% <10% <10%

Female 88.14% >95% 84.70% N/P 92.43% 15.86% 13.26%
Unknown Gender N/P N/P N/P N/P N/P <10% N/P
Ethnicity - Results
American Indian 81.25% >95% 72.22% N/P >95% <10% <10%

Asian >95% >95% 85.29% N/P 86.00% 14.12% 13.51%
Black 83.73% >95% 77.09% N/P 91.33% 12.07% <10%
Hispanic 78.35% >95% 72.38% N/P >95% <10% 14.86%
White 90.53% >95% 86.18% N/P >95% <10% <10%
Other >95% >95% 60.00% N/P >95% 18.87% 14.29%
Special Population - Results
Individuals With Disabilities 53.36% >95% 31.39% N/P 93.80% <10% <10%
Economically Disadvantaged 83.82% >95% 76.66% N/P 92.52% <10% <10%
Single Parents 80.19% >95% 70.64% N/P 88.27% <10% <10%
Displaced Homemakers N/E N/E N/E N/E N/E N/E N/E
Other Educational Barriers 69.73% >95% 64.41% N/P 93.35% <10% <10%
Limited English Proficient 63.33% >95% 45.78% N/P >95% 13.48% 11.29%
Nontraditional 89.44% >95% 85.79% N/P 94.29% >95% >95%
Tech-Prep 89.06% >95% 84.47% N/P 93.84% 11.28% <10%
ALABAMA
Postsecondary
Indicators Academic Attainment Skill Attainment Postsecondary Postsecondary Postsecondary Nontraditional Nontraditional
Degree/Credential Placement Retention Participation Completion
Measurement Approach Academic GPA Vocational-Technical GPA State/Local Surveys/Placement Administrative Record State/Local State/Local Administrative
Administrative Data Records Exchange Administrative Data Data
Measurement Definitions Percent of career/technical Percent of career/technical Percent entering new Percent of completers Percent of previous-year Percent of students Percent of completers of
students attaining a GPA students attaining a GPA freshmen career/ technical whose completers employed in enrolled in career/technical programs
of 2.0 or higher in of 2.0 or higher in education students who employment/education both the 1st and 3rd full career/technical programs identified as nontraditional
academic coursework. technical coursework. completed 15 or more status is known and who quarters following identified as for either gender for which
credit hours of technical are employed. completion. nontraditional for either the primary area of
course work during their gender for which the employment preparation is
first year, who completed primary area of nontraditional for their
graduation requirements employment preparation gender.
within four years. is nontraditional for their
gender.
2003-2004 Targets 64.53% 79.94% 37.56% 83.74% 90.00% 11.32% 10.51%

2003-2004 Results 63.86% 78.49% 49.96% 77.92% 89.97% 10.22% 10.00%
Gender - Results
Male 59.69% 80.24% 45.92% 73.34% 87.76% 11.76% 10.93%

Female 66.02% 77.11% 55.28% 80.88% 91.32% <10% <10%
Unknown Gender N/E N/E N/E N/E N/E N/E N/E
Ethnicity Results
American Indian 67.47% 79.38% 59.09% 88.68% 77.55% <10% 14.63%

Asian 70.02% 83.26% 62.61% 83.10% 92.60% 14.64% 10.53%
Black 54.48% 67.16% 48.01% 70.05% 85.72% <10% 10.76%
Hispanic 62.75% 78.50% 50.00% 94.23% 63.16% 10.34% 14.29%
White 69.08% 81.61% 50.38% 82.51% 91.71% 10.54% <10%
Other 70.25% 84.50% 40.00% 52.44% 87.50% 16.01% 12.75%
Special Population Results
Individuals With Disabilities 58.05% 83.62% 47.37% 92.45% >95% 12.57% <10%
Economically Disadvantaged 62.60% 76.66% 51.63% 73.60% 82.81% <10% <10%
Single Parents 58.33% 84.09% N/P 72.73% >95% <10% <10%
Displaced Homemakers 77.14% 83.33% 33.33% 68.63% N/P <10% 12.50%
Other Educational Barriers 61.46% 73.53% 51.48% 63.96% 83.69% <10% <10%
Limited English Proficient 66.67% 85.71% N/P 75.00% N/P 13.33% 50.00%
Nontraditional 65.59% 74.45% 46.97% 77.83% 77.29% 59.52% 48.00%
Tech-Prep N/E N/E N/E N/E N/E N/E N/E
ALASKA
2
Secondary
Measurement Approach Academic Course Vocational/Technical State/Local Data N/P Surveys/Placement Matching Records State/Local Data
Completion Course Completion Records and
Administrative Record
Exchanges/
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators N/P Percent of completers who Percent of participants Percent of participants in
of vocational education who have met established who have attained a high leave secondary school in from the underrepresented underrepresented gender
who have earned 4 units career/technical skill school diploma. the reporting year, were at gender group in a groups who complete a
of credit in language arts standards, as evidenced by least enrolled in their third nontraditional secondary nontraditional program in
and 2 units of credit in earning credit for courses year of high school, and program in the reporting the reporting year.
mathematics and who that address those who were placed in year.
have left secondary standards, and have left postsecondary education
education in the reporting secondary education in the or advanced training,
year. reporting year. employment, and/or
military service within 6-
12 months.
2003-2004 Targets 67.83% 69.13% 73.46% N/P 90.00% 32.23% 16.23%

2003-2004 Results 82.74% 79.59% 87.66% N/P 80.27% 35.35% 28.65%
Gender - Results
Male 81.41% 77.71% 87.01% N/P 79.15% 39.02% 20.82%

Female 84.75% 82.41% 88.65% N/P 81.93% 30.19% 42.32%
Ethnicity - Results
American Indian 75.61% 72.44% 75.98% N/P 74.80% 43.56% 42.67%

Asian 84.06% 73.91% 82.13% N/P 75.94% 34.59% 32.56%
Black 78.74% 85.04% 81.89% N/P 70.10% 38.90% 20.83%
Hispanic 85.51% 82.61% 86.96% N/P 80.00% 35.01% 30.36%
White 85.08% 81.87% 92.32% N/P 83.15% 32.44% 22.64%
Other 67.50% 72.50% 80.00% N/P 80.00% 34.52% 25.00%
Individuals With Disabilities 66.67% 75.14% 85.88% N/P 74.85% 34.87% 26.02%
Economically Disadvantaged 76.07% 70.43% 75.10% N/P 72.34% 38.82% 35.63%
Single Parents >95% 90.00% 80.00% N/P 86.67% 40.00% 41.67%
Displaced Homemakers N/E N/E N/E N/E 85.71% N/E N/E
Other Educational Barriers <10% 40.40% <10% N/P 57.21% 37.11% 28.18%
Limited English Proficient 78.87% 75.21% 72.96% N/P 74.93% 43.34% 45.29%
Nontraditional 81.41% 78.75% 86.72% N/P 91.93% 35.35% 28.65%
Tech-Prep 89.76% >95% 93.90% N/P 83.00% 43.00% 25.53%
ALASKA
Postsecondary
3
Measurement Approach Academic Course Vocational/Technical State/Local Data Administrative Record Administrative Record State/Local Data State/Local Data
Completion Course Exchange Exchange
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators Percent of completers Percent of completers Percent of participants Percent of participants
who have documented who have met the who have received a from the previous from the previous from the underrepresented from the underrepresented
completion of reading, program-defined and credential, certificate, or reporting year who were reporting year who were gender group in a gender group who
writing, and mathematics industry validated associate degree in the placed in further placed in postsecondary nontraditional completed nontraditional
requirements (including career/technical skill reporting year. postsecondary education education or advanced postsecondary program in postsecondary programs in
requirements where the standards and assessment or advanced training, training, employment, the reporting year. the reporting year.
reading, writing and benchmarks set at the employment and/or and/or military service
mathematics are local level and have military service within 6 within the first 6 months
embedded in the course) stopped program months of leaving following exit and who
and have stopped program participation in the postsecondary school. are employed, in the
participation in the reporting year. military or in
reporting year. postsecondary education
within the following 6
months.
2003-2004 Targets 12.34% 90.68% <10% 79.50% 65.00% 33.41% 22.72%

2003-2004 Results 63.17% 25.10% 22.39% 86.30% 83.66% 37.92% 25.53%
Gender - Results
Male 61.40% 28.72% 26.57% 85.79% 83.51% 52.11% 28.09%

Female 64.48% 22.42% 19.29% 87.66% 85.31% 26.26% 23.04%
Unknown Gender N/P N/P N/P 76.58% 68.95% N/P N/P
Ethnicity Results
American Indian 59.56% 33.84% 26.90% 90.60% 87.07% 33.77% 19.52%

Asian 65.58% 25.65% 19.81% 88.11% 86.01% 38.16% 20.83%
Black 55.83% 16.25% 16.25% 88.76% 86.89% 45.28% 33.33%
Hispanic 67.95% 25.64% 18.80% 83.61% 82.38% 39.43% 28.95%
White 65.55% 23.31% 22.36% 86.87% 84.85% 39.02% 27.58%
Other 49.25% 19.52% 15.92% 76.14% 70.60% 37.03% 30.43%
Individuals With Disabilities 57.14% 57.14% 57.14% N/P N/P 50.00% 66.67%
Economically Disadvantaged 46.47% 31.87% 29.93% 77.53% 73.03% 26.42% 14.81%
Single Parents 42.21% 28.14% 26.24% 78.06% 73.47% 20.38% 11.67%
Displaced Homemakers 71.43% 71.43% 71.43% 70.00% 70.00% <10% N/P
Other Educational Barriers 60.00% 60.00% 60.00% >95% >95% N/P N/P
Limited English Proficient 90.00% 90.00% 90.00% 77.78% 77.78% 10.53% 11.76%
Nontraditional 71.43% 71.43% 71.43% 52.38% 52.38% >95% >95%
Tech-Prep N/P N/P N/P N/P N/P N/P N/P
ARIZONA
Secondary
4
Measurement Approach State Academic Vocational/Technical State/Local Administered N/P Surveys/Placement State/Local State/Local Administrative
Assessment Course Completion Data Records Administrative Data Data
Measurement Definitions Percent of program Percent of program Percent of program N/P Percent of program Percent of nontraditional Percent of nontraditional
concentrators who leave concentrators who leave concentrators who receive completers who graduated male and nontraditional program concentrators
secondary education in the secondary education in the a secondary school in the previous year and female students enrolled who leave secondary
reporting year that meet or reporting year that pass a diploma in the reporting were placed in in nontraditional Level III education in the reporting
exceed all the reading, state-adopted proficiency year and left school. postsecondary education, vocational technical year who pass a state-
writing, and math state assessment or, in the advanced training, education courses in the adopted proficiency
standards as assessed by absence of such an military service, or reporting year. assessment or, in the
the Arizona Instrument to assessment, have employment in the absence of such an
Measure Standards documented attainment of reporting year. assessment, have
(AIMS) test. at least 80% of the documented attainment of
occupational Level III at least 80% of the
programs. occupational Level III
programs.
2003-2004 Targets 62.11% 60.00% 91.50% N/P 42.06% 20.87% 23.97%

2003-2004 Results 72.66% 60.99% >95% N/P 70.36% 21.41% 20.56%
Gender - Results
Male 67.93% 59.76% >95% N/P 68.42% <10% <10%

Female 77.78% 62.38% >95% N/P 72.26% 47.55% 42.37%
Ethnicity - Results
American Indian 58.84% 53.95% >95% N/P 54.47% 23.88% 19.32%

Asian 78.98% 65.61% >95% N/P 76.96% 25.00% 26.67%
Black 68.54% 56.05% >95% N/P 69.23% 20.50% 18.07%
Hispanic 66.36% 62.53% >95% N/P 70.09% 16.57% 20.30%
White 77.94% 61.36% >95% N/P 72.63% 23.47% 20.79%
Other N/E N/E N/E N/E N/E N/E N/E
Individuals With Disabilities 27.33% 70.05% >95% N/P 56.31% 12.10% 10.54%
Economically Disadvantaged 65.41% 67.89% >95% N/P 63.64% 14.20% 16.98%
Single Parents 36.36% 92.86% >95% N/P 61.90% 37.67% 10.00%
Other Educational Barriers 56.87% 67.94% >95% N/P 63.14% 16.33% 17.61%
Limited English Proficient 55.25% 71.16% >95% N/P 68.11% 15.74% 16.60%
Nontraditional 79.90% 58.67% >95% N/P 72.11% N/P N/P
Tech-Prep 73.07% 63.95% >95% N/P 73.22% 21.24% 20.54%
ARIZONA
Postsecondary
5
Measurement Approach Overall GPA and Program Overall GPA and Program State/Local Surveys/Placement Administrative Record State/Local State/Local Administrative
Completion Completion Administrative Data Records Exchange Administrative Data Data
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of males in female Percent of males in female
program adult learners program adult learners program adult learners program adult learners program adult learners dominated occupations dominated occupations
who (1) achieve the state who (1) achieve the state- who (1) achieve the state who (1) completed a who (1) completed a and number of females in and number of females in
defined threshold level of defined threshold level of defined threshold level, program in the reporting program in the reporting male dominated male dominated
course taking, (2) attain a course taking, (2) have (2) receive a year, and (2) were placed year, and (2) were placed occupations participating occupations completing
"C" or better in all state met program-defined and postsecondary degree, in further postsecondary in further postsecondary in nontraditional programs nontraditional programs in
designated academic industry-validated certificate, or credential, education, employment, education, employment, in the reporting year. the reporting year.
courses, and (3) have occupational skills and (3) have left the and/or military service and/or military service
stopped program standards in all postsecondary program in within three months after within three months after
participation in the occupational courses with the reporting year. stopping participation in stopping participation in
reporting year. a "C" or better, and (3) the program. the program.
have left the
postsecondary program in
the repoting year.
2003-2004 Targets 69.00% 73.00% 20.00% 62.66% 61.66% 22.51% 13.50%

2003-2004 Results 92.04% 94.83% 47.06% 32.68% 69.62% 20.02% 17.94%
Gender - Results
Male 90.50% 94.53% 48.53% 29.66% 64.89% 18.09% 20.03%

Female 93.44% >95% 45.76% 35.00% 72.87% 21.99% 16.07%
Unknown Gender 77.14% 91.43% 55.71% 34.78% 62.50% <10% <10%
Ethnicity Results
American Indian 89.18% 90.13% 32.21% 28.79% 55.41% 17.46% 15.59%

Asian 92.40% >95% 51.54% 34.23% 74.51% 21.62% 20.90%
Black 87.11% 92.50% 48.58% 26.13% 69.23% 21.88% 20.32%
Hispanic 88.59% 92.77% 44.23% 39.15% 69.35% 19.13% 19.46%
White 93.60% >95% 49.01% 30.72% N/P 19.61% 16.85%
Other 93.70% 93.83% 50.94% 33.54% 84.26% 25.66% 21.21%
Individuals With Disabilities 93.38% 89.40% 38.41% <10% >95% 20.00% 21.93%
Single Parents 90.38% 92.31% 30.77% 22.22% 50.00% 41.05% 18.75%
Displaced Homemakers 83.33% >95% 50.00% N/P N/P 25.00% 50.00%
Other Educational Barriers 90.40% 91.20% 36.47% 53.00% 75.63% 32.00% 18.77%
Nontraditional 91.39% 94.67% 48.26% 14.57% 64.21% 65.48% 46.66%
Tech-Prep 93.88% 94.90% 29.34% 41.00% 82.93% 21.76% 22.86%
ARKANSAS
Secondary
6
Measurement Approach National Academic National/State Standards State/Local N/P Surveys/Placement State/Local State/Local Administrative
Assessment & Assessment Administrative Data Records Administrative Data Data
Measurement Definitions Percent of tested Percent of tested Percent of concentrators N/P Percent of completer Percent of nontraditional Percent of nontraditional
concentrators who left concentrators who scored who graduated. graduates who were gender participants in gender completers of
secondary education who above 50% on the AR employed, enrolled in programs leading to programs leading to
scored above the 50th Student Competency further education, or in the nontraditional nontraditional
percentile on SAT 9 Testing Program. military six months after employment/ training. employment/training.
(reading, math, and graduation.
language arts).
2003-2004 Targets 38.83% 64.99% 84.49% N/P 90.00% 32.31% 20.06%

2003-2004 Results 39.81% 80.14% 89.72% N/P 94.09% 33.48% 25.65%
Gender - Results
Male 38.89% 75.92% 88.56% N/P >95% 47.52% 34.04%

Female 40.84% 84.76% 91.04% N/P 93.10% 18.29% 16.68%
Ethnicity - Results

Asian 39.08% 81.43% 93.52% N/P >95% 34.53% 28.57%
Black 17.81% 66.36% 86.80% N/P 89.86% 35.24% 26.27%
Hispanic 17.02% 74.71% 86.85% N/P 90.68% 31.86% 21.01%
White 46.88% 84.36% 90.65% N/P >95% 33.00% 25.63%
Individuals With Disabilities <10% 53.83% 88.74% N/P 84.53% 34.63% 13.90%
Single Parents N/E N/E N/E N/E N/E N/E N/E
Other Educational Barriers 25.23% 79.96% 79.41% N/P 86.11% 33.14% 19.23%
Limited English Proficient 10.09% 69.17% 83.44% N/P >95% 30.02% 22.22%
Nontraditional 37.43% 80.93% 90.19% N/P >95% 33.48% 25.65%
Tech-Prep 42.09% 82.72% 94.46% N/P 93.78% 33.10% 28.30%
ARKANSAS
Postsecondary
7
Measurement Approach Academic GPA Vocational-Technical GPA State/Local Surveys/Placement Surveys/Placement State/Local State/Local Administrative
Administrative Data Records Records Administrative Data Data
Measurement Definitions Percent of students with a Percent of students with a Percent of potential Percent of completers who Percent of placements in Percent of nontraditional Percent of nontraditional
GPA of 2.0+ in academic GPA of 2.5+ in vocational completers who were placed in employment who were enrollees in nontraditional completers of
work. work. completed. employment. retained. programs. nontraditional programs.
2003-2004 Targets 80.69% 75.57% 81.64% 77.44% 90.00% 16.25% 19.25%

2003-2004 Results 74.31% 70.58% 79.81% 87.65% 90.41% 18.31% 13.62%
Gender - Results
Male 69.20% 70.03% 81.84% 84.69% 91.09% 36.47% 17.73%

Female 76.69% 70.93% 78.21% 89.71% 89.96% <10% <10%
Ethnicity Results
American Indian 70.81% 68.92% 81.48% 85.71% 85.71% 21.88% <10%

Asian 77.51% 67.71% 94.37% 94.00% 91.11% 21.19% 25.00%
Black 64.88% 58.14% 81.13% 83.77% 94.88% 15.80% 12.32%
Hispanic 71.03% 70.38% 72.57% 92.16% 91.43% 23.84% 15.87%
White 77.64% 74.69% 79.45% 88.24% 89.57% 18.64% 13.79%
Other 74.36% 70.39% 69.70% 83.33% >95% 28.48% 10.00%
Individuals With Disabilities 69.71% 63.08% >95% 89.25% 93.33% 20.00% 18.57%
Single Parents 71.26% 61.94% 87.56% 86.09% 93.14% 11.92% 10.63%
Displaced Homemakers 75.66% 62.50% 87.21% >95% 82.43% 19.23% 24.44%
Nontraditional 73.01% 68.17% 74.39% 93.88% 90.00% >95% N/P
Tech-Prep 77.30% 62.92% 68.87% 88.38% 84.38% 16.80% <10%
CALIFORNIA
Secondary
8
Measurement Approach High School Program Completion State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
Graduation/Program Records
Completion
Measurement Definitions Percent of 12th grade Percent of secondary Percent of 12th grade N/P Percent of 12th grade Percent of secondary Percent of secondary
CTE program completers vocational program vocational program vocational program school male and female school males and females
that receive a high school completers. completers earning a high completers placed in students participating in who complete programs
diploma. school diploma. military, advanced programs determined to determined to be
education/training, or be nontraditional to their nontraditional to their
employment. gender. gender.
2003-2004 Targets 93.35% 18.03% 93.35% N/P 71.64% 18.13% 25.13%

2003-2004 Results 87.82% 46.59% 87.82% N/P 93.46% 50.11% 49.05%
Gender - Results
Male 87.02% 46.30% 87.02% N/P 93.20% 52.94% 47.37%

Female 88.76% 46.94% 88.76% N/P 93.75% 46.62% 51.39%
Ethnicity - Results

Asian 91.19% 43.91% 91.19% N/P >95% 44.21% 46.60%
Black 87.78% 43.43% 87.78% N/P 91.29% 49.11% 45.98%
Hispanic 86.34% 47.81% 86.34% N/P 91.96% 53.15% 49.94%
White 88.81% 46.02% 88.81% N/P 94.93% 48.39% 48.73%
Other 87.82% 55.62% 87.82% N/P 87.95% 50.90% 56.82%
Single Parents 85.89% 51.80% 85.89% N/P 85.94% 52.57% 55.87%
Displaced Homemakers 87.50% 40.46% 87.50% N/P >95% 31.17% 53.37%
Other Educational Barriers 83.16% 36.71% 83.16% N/P N/P 62.80% 40.72%
Nontraditional 86.21% 49.05% 86.21% N/P 93.59% >95% 49.05%
Tech-Prep 87.15% 45.52% 87.15% N/P 90.98% 49.08% 49.93%
CALIFORNIA
Postsecondary
9
Measurement Approach Academic GPA Academic GPA State/Local Data Administrative Record Administrative Record State/Local Data State/Local Data
Exchange Exchange
Measurement Definitions Percent of students Percent of students Percent of concentrators Percent of concentrators Percent of concentrators Percent of student Percent of nontraditional
enrolled in SAM A-C enrolled in Sequence earning a certificate or found in UI covered found in UI covered participants determined to concentrators in
courses who have earned Alignment Modeling degree or transferring to a employment in any employment for three of be of the nontraditional nontraditional programs
a GPA of 2.0 or above in (SAM) A-C courses who 4-year university. quarter in the year the four quarters in the gender enrolled in SAM earning a certificate or
those SAM A-C courses have earned a GPA of 2.0 following the cohort year year following the cohort A-D courses identified degree or transferring to a
only. or above in those SAM A- or a 4-year university. year and not at a 4-year with a nontraditional 4-year university.
C courses only. university. Taxonomy of Program
code.
2003-2004 Targets 78.76% 78.76% 59.82% 83.19% 82.75% 28.98% 26.95%

2003-2004 Results 84.73% 84.73% 74.90% 82.53% 83.77% 36.80% 24.21%
Gender - Results
Male 83.38% 83.38% 70.47% 84.08% 84.68% 31.12% 28.68%

Female 86.00% 86.00% 78.73% 81.27% 83.02% 43.20% 21.18%
Unknown Gender 85.02% 85.02% 58.85% 76.11% 76.62% <10% <10%
Ethnicity Results
American Indian 80.26% 80.26% 70.74% 78.02% 79.46% 35.91% 25.63%

Asian 87.04% 87.04% 80.06% 79.19% 82.78% 41.30% 25.85%
Black 77.58% 77.58% 73.10% 78.86% 81.97% 40.92% 24.61%
Hispanic 81.47% 81.47% 71.59% 85.11% 84.32% 36.07% 23.22%
White 87.00% 87.00% 76.13% 83.03% 83.94% 35.63% 23.92%
Other 86.12% 86.12% 68.66% 82.92% 85.37% 33.56% 25.33%
Individuals With Disabilities 80.26% 80.26% 83.28% 64.60% 72.05% 46.36% 27.97%
Single Parents 81.11% 81.11% 74.03% 80.52% 79.96% 37.53% 22.72%
Displaced Homemakers 83.66% 83.66% 75.79% 74.41% 77.40% 39.96% 23.33%
Other Educational Barriers N/E N/E N/E N/E N/E N/E N/E
Nontraditional 83.15% 83.15% 76.69% 81.02% 83.25% >95% >95%
Tech-Prep 82.85% 82.85% 72.16% 81.66% 79.93% 34.85% 22.21%
CALIFORNIA
Adult
Indicators Academic Attainment Skill Attainment Credential Placement Retention Nontraditional Nontraditional
Participation Completion
10
Measurement Approach Program Completion Program Completion Program Completion Program Completion Surveys/Placement State/Local Data State/Local Data
Records
Measurement Definitions Percent of adult Percent of adult Percent of adult Percent of adult Percent of adult Percent of adult males and Percent of adult males and
vocational program vocational program vocational program vocational program vocational program females participating in females who complete
completers. completers. completers. completers. completers placed in nontraditional programs programs determined to be
military, advanced determined to be nontraditional to their
education/training, or nontraditional to their gender.
employment. gender.
2003-2004 Targets 81.76% 81.76% 81.76% 61.18% N/P 18.13% 25.13%

2003-2004 Results 55.35% 55.35% 55.35% 74.81% N/P 64.08% 57.15%
Gender - Results
Male 53.13% 53.13% 53.13% 73.21% N/P 65.19% 54.60%

Female 56.94% 56.94% 56.94% 75.78% N/P 63.28% 59.03%
Ethnicity - Results
American Indian 55.78% 55.78% 55.78% 67.60% N/P 62.22% 56.25%

Asian 58.40% 58.40% 58.40% 73.97% N/P 64.06% 59.98%
Black 55.42% 55.42% 55.42% 70.54% N/P 61.11% 55.76%
Hispanic 53.23% 53.23% 53.23% 73.08% N/P 64.80% 55.45%
White 57.93% 57.93% 57.93% 79.58% N/P 64.22% 59.43%
Other 49.87% 49.87% 49.87% 82.70% N/P 64.07% 53.90%
Individuals With Disabilities 46.45% 46.45% 46.45% 42.83% N/P 60.95% 44.25%
Economically Disadvantaged 54.87% 54.87% 54.87% 45.15% N/P 64.08% 54.64%
Single Parents 58.78% 58.78% 58.78% 62.16% N/P 59.72% 59.83%
Displaced Homemakers 63.12% 63.12% 63.12% 83.21% N/P 64.76% 66.12%
Limited English Proficient 59.98% 59.98% 59.98% 35.97% N/P 64.56% 61.27%
Nontraditional 57.15% 57.15% 57.15% 81.30% N/P >95% 57.15%
Tech-Prep 62.10% 62.10% 62.10% 83.98% N/P 56.47% 63.56%
COLORADO
Secondary
11
Measurement Approach High School Graduation Program Completion High School N/P Surveys/Placement State/Local Data State/Local Data
Records
Measurement Definitions Percent of 12th grade Percent of 12th grade Percent of 12th grade N/P Percent of available Percent of CTE Percent of CTE completers
career/technical education career/technical education Career/Technical respondent 12th grade participants who are males who are males and females
program completers who program participants who education program program completers and females participating completing programs
graduated. completed. completers who placed in postsecondary in programs leading to leading to occupations that
graduated. education, advanced occupations that are are nontraditional for their
training, military service, nontraditional for their gender.
or employment. gender.
2003-2004 Targets 78.41% 50.68% 78.41% N/P >95% 28.20% 24.44%

2003-2004 Results 90.01% 66.34% 90.01% N/P >95% 42.60% 36.63%
Gender - Results
Male 89.19% 66.63% 89.19% N/P >95% 62.67% 50.96%

Female 90.87% 66.04% 90.87% N/P >95% 20.63% 20.49%
Ethnicity - Results
American Indian 89.21% 61.78% 89.21% N/P >95% 44.69% 38.29%

Asian 91.86% 66.81% 91.86% N/P >95% 46.63% 43.12%
Black 90.85% 63.89% 90.85% N/P >95% 41.70% 36.20%
Hispanic 88.08% 63.11% 88.08% N/P >95% 40.16% 33.80%
White 90.57% 67.30% 90.57% N/P >95% 43.24% 37.19%
Other 54.32% 71.05% 54.32% N/P >95% 35.46% 27.20%
Limited English Proficient 82.87% 58.51% 82.87% N/P >95% 41.30% 33.58%
Nontraditional 91.93% 58.25% 91.93% N/P >95% >95% >95%
Tech-Prep 91.95% 57.66% 91.95% N/P >95% 42.00% 35.69%
COLORADO
Postsecondary
12
Measurement Approach Program Completion Program Completion Program Completion Surveys/Placement Surveys/Placement State/Local Data State/Local Data
Records Records
Measurement Definitions Percent of students Percent of students Percent of students Percent of postsecondary Percent of postsecondary Percent of postsecondary Percent of postsecondary
completing approved completing approved completing approved completer survey completer survey career/technical education career/technical education
postsecondary postsecondary postsecondary respondents. respondents. participants who are males completers who are males
career/technical education career/technical education career/technical education and females participating and females completing
programs. programs. programs. in programs leading to programs leading to
occupations which are occupations which are
nontraditional for their nontraditional for their
gender. gender.
2003-2004 Targets 38.31% 38.31% 38.31% 93.15% 72.00% 19.08% 18.38%

2003-2004 Results 42.83% 42.83% 42.83% 92.93% 78.95% 17.82% 17.11%
Gender - Results
Male 35.11% 35.11% 35.11% 94.85% 72.36% 14.78% 16.94%

Female 50.33% 50.33% 50.33% 91.37% 84.69% 20.77% 17.22%
Ethnicity Results
American Indian 44.17% 44.17% 44.17% 91.84% 75.68% 18.16% 14.72%

Asian 41.35% 41.35% 41.35% 87.40% 79.21% 19.62% 22.33%
Black 37.39% 37.39% 37.39% 88.71% 91.03% 22.31% 18.22%
Hispanic 39.44% 39.44% 39.44% 90.56% 71.45% 14.92% 13.35%
White 45.27% 45.27% 45.27% 94.10% 79.29% 17.92% 17.15%
Other 42.13% 42.13% 42.13% 91.28% 87.23% 19.35% 18.29%
Single Parents 18.26% 18.26% 18.26% N/P N/P 25.22% 14.29%
Displaced Homemakers 18.60% 18.60% 18.60% N/P N/P 18.60% 12.50%
Nontraditional 41.12% 41.12% 41.12% 90.41% 85.08% >95% >95%
CONNECTICUT
Secondary
13
Measurement Approach Academic Assessment National/State Standards State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
& Assessment Records
Measurement Definitions Percent of vocational and Percent of vocational and Percent of 12th grade N/P Percent of completer Percent of nontraditional Percent of nontraditional
technical education technical education vocational and technical respondents. participants in all completers in all programs
participants passing all student concentrators education concentrators/ programs that have been that have been defined as
four academic tests. meeting assessment goal. completers. defined as occupations occupations where one
where one gender gender comprises less than
comprises less than 25% 25% of employment.
of employment.
2003-2004 Targets 12.90% 48.58% 55.85% N/P 93.36% 32.98% 32.98%

2003-2004 Results 23.01% 48.96% 44.06% N/P >95% 37.02% 35.42%
Gender - Results
Male 22.12% 40.67% 40.56% N/P >95% 27.39% 36.75%

Female 24.14% 58.56% 48.98% N/P >95% 49.54% 34.50%
Ethnicity - Results

Asian 31.52% 43.75% 49.30% N/P >95% 39.60% 42.37%
Black <10% 34.16% 41.22% N/P >95% 40.47% 41.89%
Hispanic <10% 39.09% 34.04% N/P >95% 37.69% 33.47%
White 29.20% 53.17% 47.19% N/P >95% 35.91% 36.62%
Other <10% 44.44% N/E N/E N/E N/E N/E
Individuals With Disabilities <10% N/P 47.17% N/P 94.88% N/P N/P
Economically Disadvantaged <10% N/P 39.71% N/P >95% N/P N/P
Single Parents N/P N/P 41.14% N/P 89.73% N/P N/P
Other Educational Barriers N/P N/P 47.96% N/P >95% N/P N/P
Limited English Proficient N/P N/P 29.44% N/P 90.37% N/P N/P
Nontraditional N/E N/E N/E N/E N/E N/E N/E
CONNECTICUT
Postsecondary
14
Measurement Approach Program Completion Program Completion Program Completion Surveys/Placement Administrative Record State/Local Data State/Local Data
Records Exchange
Measurement Definitions Percent of first-time, full Percent of first-time, full- Percent of graduates Number of graduates Percent of vocational Percent of nontraditional Percent of nontraditional
time degree-seeking time degree-seeking employed within 6 months employed within 6 months education postsecondary participants in all completers in all programs
vocational and technical vocational and technical of graduation, number of of graduation; number of program graduates programs that have been that have been defined as
education participants. education participants graduates in baccalaureate graduates in baccalaureate employed within 6 months defined as occupations occupations where one
who entered the program programs within 6 months programs within 6 months of graduation and were where one gender gender comprises less than
in 1996. of graduation, and number of graduation; number of retained after 18 months. comprises less than 25% 25% of employment.
of graduates in the graduates in the military of employment.
military within 6 months within 6 months of
of graduation. graduation.
2003-2004 Targets 13.42% 13.42% 13.42% 92.25% 57.03% 17.44% 17.00%

2003-2004 Results 13.96% 13.96% 13.96% 91.30% 74.07% 29.76% 33.61%
Gender - Results
Male 10.81% 10.81% 10.81% 94.12% 66.67% 16.21% 25.00%

Female 17.50% 17.50% 17.50% 89.66% 77.78% 43.15% 39.58%
Ethnicity Results
American Indian 25.00% 25.00% 25.00% N/P N/P N/P N/P

Asian 18.60% 18.60% 18.60% >95% N/P N/P N/P
Black 14.60% 14.60% 14.60% 80.00% 40.00% N/P N/P
Hispanic <10% <10% <10% 66.67% 50.00% N/P N/P
White 13.70% 13.70% 13.70% 94.12% 84.21% N/P N/P
Other 23.39% 23.39% 23.39% >95% >95% N/P N/P
Individuals With Disabilities N/E N/E N/E N/E N/E N/E N/E
Economically Disadvantaged N/E N/E N/E N/E N/E N/E N/E
Limited English Proficient N/E N/E N/E N/E N/E N/E N/E
DELAWARE
Secondary
15
Measurement Definitions Percent of assessed Percent of vocational Percent of vocational N/P Percent of vocational Percent of Percent of
vocational students students completing a program completers completer/graduates underrepresented gender underrepresented gender
meeting or exceeding the state-approved career receiving a diploma. placed in postsecondary students among students among completers
standard in reading, pathway. education, employment, participants in of nontraditional
mathematics, and writing. or the military. nontraditional programs. programs.
2003-2004 Targets 21.00% 90.00% 90.00% N/P 90.00% 14.56% 13.81%

2003-2004 Results 28.04% 62.57% 60.09% N/P >95% 37.13% 12.38%
Gender - Results
Male 30.62% 63.33% 60.29% N/P >95% 51.08% 12.55%

Female 25.31% 61.78% 59.89% N/P 94.42% 22.69% 12.20%
Ethnicity - Results

Asian 45.45% 48.81% 48.81% N/P >95% 38.66% <10%
Black 15.31% 57.44% 54.86% N/P 92.46% 38.58% 10.24%
Hispanic 14.74% 56.52% 54.35% N/P 87.93% 35.62% <10%
White 33.24% 65.63% 63.12% N/P >95% 36.57% 13.61%
Limited English Proficient N/P 37.14% 34.29% N/P 94.12% 43.38% 17.14%
Tech-Prep 27.62% 71.02% 69.15% N/P >95% 39.56% 14.69%
DELAWARE
Postsecondary
16
Measurement Approach Academic Course Vocational Course State/Local Surveys/Placement Surveys/Placement State/Local State/Local Administrative
Completion Completion Administrative Data Records Records Administrative Data Data
Measurement Definitions Percent of community Percent of community Percent of community Percent of community Percent of apprentices Percent of Percent of
college students from college students from college students from college students and receiving journey underrepresented gender underrepresented gender
cohort passing all cohort passing all cohort and apprentices apprentices who worker’s certification apprentices participating students receiving
academic courses needed vocational courses needed graduating in current year. graduated two years three years previous to the in nontraditional certificates of completion
for a completion award for a completion award previously who were current calendar year who apprentice programs, plus for nontraditional
and apprentices and apprentices identified as employed or were not unemployed, the percent of under- apprentice-related training,
completing academic completing vocational enrolled in further according to represented gender plus the percent of
content needed for content needed for education or military administrative records, in community college underrepresented students
certification. certification. service, by survey or the previous calendar students participating in receiving completion
administrative records, up year. nontraditional community awards for nontraditional
to 12 months after college programs. community college
graduation. programs.
2003-2004 Targets 25.21% 25.21% 25.21% 90.00% 90.00% <10% <10%

2003-2004 Results 33.62% 33.62% 33.62% 93.67% 87.45% 16.12% 15.63%
Gender - Results
Male 36.94% 36.94% 36.94% 93.16% 88.81% 25.51% 11.89%

Female 30.04% 30.04% 30.04% 94.07% 85.34% 11.08% 19.09%
Ethnicity Results
American Indian N/P N/P N/P >95% 66.67% 20.00% 33.33%

Asian 16.00% 16.00% 16.00% N/P 50.00% 21.05% N/P
Black 16.45% 16.45% 16.45% >95% 84.78% 15.70% 23.00%
Hispanic 21.43% 21.43% 21.43% N/P 80.00% 19.85% 20.00%
White 38.60% 38.60% 38.60% 89.69% 88.26% 16.16% 14.44%
Other 69.81% 69.81% 69.81% N/P >95% 11.44% 15.38%
Economically Disadvantaged N/P N/P N/P N/P N/P N/P N/P
Limited English Proficient N/P N/P N/P N/P N/P N/P N/P
DISTRICT OF COLUMBIA
Secondary
17
Measurement Approach National Academic Vocational-Technical GPA State/Local National/State Standards Surveys/Placement State/Local State/Local Administrative
Assessment Administrative Data and Assessment Records Administrative Data Data
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Percent of CTE Percent of vocational Percent of concentrators Percent of completers of
concentrators scoring concentrators receiving at concentrators who concentrators who left completer/graduates who in nontraditional nontraditional vocational
basic or above in reading least a 2.0 GPA in their completed and received a school after completing were placed in vocational programs who programs who were
and math on Stanford 9 program of study. high school diploma. their program that postsecondary education were members of members of
Achievement Tests. received either a high or advanced training, underrepresented gender underrepresented gender
school diploma or a employment, or military groups. groups.
certificate of completion. service within 6 months.
2003-2004 Targets 41.59% 61.55% 94.31% >95% 87.33% 13.49% 13.51%

2003-2004 Results 15.22% 77.03% 91.67% >95% 83.33% 21.74% 16.67%
Gender - Results
Male 13.33% 72.41% >95% >95% 83.33% 41.18% 14.29%

Female 16.13% 80.00% 83.33% >95% 83.33% 10.34% 20.00%
Ethnicity - Results
American Indian >95% >95% N/E N/E N/E N/E N/E

Asian N/E N/E N/E N/E N/E N/E N/E
Black 13.95% 78.26% 91.67% >95% 83.33% 21.74% 16.67%
Hispanic N/E 50.00% N/E N/E N/E N/E N/E
White N/E N/E N/E N/E N/E N/E N/E
Individuals With Disabilities N/E 86.67% 50.00% >95% 50.00% N/E N/E
Economically Disadvantaged <10% 80.00% 75.00% >95% 75.00% 13.79% 25.00%
Limited English Proficient 50.00% >95% N/E N/E N/E N/E N/E
Nontraditional N/E 50.00% >95% >95% >95% >95% >95%
DISTRICT OF COLUMBIA
Postsecondary
18
Measurement Approach Overall GPA Vocational-Technical GPA State/Local Surveys/Placement Surveys/Placement State/Local State/Local Administrative
Administrative Data Records Records Administrative Data Data
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of concentrators Percent of CTE
concentrators attaining an concentrators attaining a concentrators who completer/graduates who completer/graduates who in nontraditional concentrators who
overall GPA of 2.8 or GPA of 3.0 or greater in completed and graduated. reported status as placed reported status as placed vocational programs who completed nontraditional
greater. vocational education in further education, on the three months were members of majors that were of the
courses. employment, or the survey and were reported underrepresented gender underrepresented gender
military. in the same status after groups. groups.
one year.
2003-2004 Targets 44.97% 38.98% 73.08% >95% >95% 27.00% 13.08%

2003-2004 Results 45.89% 39.59% 75.24% >95% >95% 27.27% 13.40%
Gender - Results
Male 55.42% 30.73% 49.56% >95% >95% 24.53% 12.50%

Female 42.11% 43.10% 85.42% >95% >95% 29.41% 14.04%
Ethnicity Results
American Indian 33.33% 33.33% 33.33% 50.00% 50.00% N/P N/P

Asian 91.18% 79.41% 76.47% 94.92% >95% N/P N/P
Black 43.78% 38.44% 76.38% >95% >95% 26.67% 12.50%
Hispanic 58.54% 34.15% 60.98% 64.71% 73.53% >95% >95%
White 42.11% 31.58% 47.37% 60.71% 67.86% N/P N/P
Other 70.59% 35.29% 52.94% 40.00% >95% N/P N/P
Individuals With Disabilities 39.13% 26.09% 56.52% 56.25% 75.00% >95% 50.00%
Single Parents 76.81% 49.28% 40.58% 62.96% 57.41% 66.67% 37.50%
Displaced Homemakers 79.17% 33.33% 20.83% 53.33% 46.67% N/P N/P
Other Educational Barriers 70.00% 40.00% 40.00% 50.00% 50.00% N/P N/P
Limited English Proficient 33.33% N/P 16.67% N/P N/P N/P N/P
Nontraditional 59.50% 60.33% 50.41% 89.02% 91.46% N/P N/P
FLORIDA
Secondary
Measurement Approach State Approved Standards State Approved Standards High School Graduation N/P Surveys/Placement National/State Standards State/Local Administrative
and Local Assessment and Local Assessment Records and & Local Assessment Data
19
Systems Systems Exchanges
Measurement Definitions Percent of secondary Percent of secondary Percent of secondary N/P Percent of completers Percent of nontraditional Percent of nontraditional
vocational job preparatory graduates who were vocational job preparatory exiting with a valid social students enrolled in students who completed at
students who achieved an vocational job preparatory students who achieved an security number who were nontraditional programs. least one Occupational
Occupational Completion students who achieved an Occupational Completion located working, Completion Point in a
Point who attained a high Occupational Completion Point who attained a high continuing their nontraditional program.
school diploma or its Point. school diploma or its education, or in the
recognized state recognized state military.
equivalent. equivalent.
2003-2004 Targets 90.00% 32.71% 90.00% N/P 79.40% 28.21% 28.35%

2003-2004 Results 87.04% 48.63% 87.04% N/P 78.80% 31.32% 32.30%
Gender - Results
Male 87.42% 47.07% 87.42% N/P 77.45% 47.52% 60.11%

Female 86.70% 50.11% 86.70% N/P 79.98% 15.11% <10%
Ethnicity - Results

Asian 91.24% 43.52% 91.24% N/P 79.86% 39.34% 41.22%
Black 80.65% 53.01% 80.65% N/P 73.80% 30.23% 32.45%
Hispanic 83.28% 48.30% 83.28% N/P 73.99% 29.14% 29.46%
White 90.83% 47.65% 90.83% N/P 82.19% 32.23% 32.91%
Other 89.23% 40.12% 89.23% N/P 76.83% 31.58% 33.40%
Nontraditional 86.89% 91.50% 86.89% N/P 77.88% N/P N/P
Tech-Prep 89.37% 61.91% 89.37% N/P 80.61% 33.04% 32.59%
FLORIDA
Postsecondary
Measurement Approach Overall GPA Vocational-Technical State/Local Administrative Record Administrative Record State/Local State/Local Administrative
Program Completion Administrative Data Exchanges Exchanges Administrative Data Data
20
Measurement Definitions Percent of students who Percent of students who Percent of students who Percent of completers Percent of completers Percent of nontraditional Percent of nontraditional
have declared a career have declared a career have declared a career exiting with a valid social found still working, enrollees in nontraditional completers of
degree program of study degree program of study degree program of study security number who were employed, or in the career degree or college nontraditional career
or a college credit or a college credit or a college credit located working, military. credit certificate degree or college credit
certificate program of certificate program of certificate program of continuing their programs. certificate programs.
study, have completed at study, have completed at study, have completed at education, or in the
least 11 college credits, least 11 college credits. least 11 college credits, military.
and attained a GPA of 2.5 and attained a career
or higher. degree or college credit
certificate.
2003-2004 Targets 78.21% 68.77% 27.88% 86.09% 90.33% 29.49% 23.66%

2003-2004 Results 82.36% 72.31% 20.05% 85.75% 91.00% 23.87% 22.15%
Gender - Results
Male 80.20% 68.88% 21.67% 86.28% 91.05% 20.06% 28.47%

Female 83.66% 74.63% 19.09% 85.43% 90.95% 25.93% 19.53%
Unknown Gender 81.08% 43.79% <10% 57.69% >95% <10% <10%
Ethnicity Results
American Indian 82.94% 71.81% 21.16% 86.30% 89.39% 28.68% 25.58%

Asian 83.86% 76.58% 19.46% 81.45% 87.11% 28.64% 33.79%
Black 69.40% 71.40% 15.23% 87.53% 92.22% 22.76% 18.03%
Hispanic 80.59% 73.63% 17.00% 88.38% 92.48% 26.32% 24.15%
White 86.48% 72.26% 22.28% 85.27% 90.76% 23.41% 22.17%
Other 81.41% 66.18% 16.65% 75.00% 88.78% 23.55% 23.20%
Tech-Prep 75.44% 53.11% 17.05% 87.79% 90.87% 20.73% 24.44%
FLORIDA
Adult
Measurement Approach National/State Academic National/State Standards Administrative Record State/Local Administrative Record State/Local State/Local Administrative
Assessment & Local Assessment Exchanges Administrative Data Exchanges Administrative Data Data
21
Measurement Definitions Percent of students Percent of enrollees who Percent of exiting Percent of enrollees who Percent of previous year Percent of students Percent of students who
enrolled in vocational achieved at least one Occupational Completion achieved at least one placed completers who enrolled in nontraditional completed at least
certificate (PSAV) Occupational Completion Point completers with Occupational Completion were located and still programs that are Occupational Completion
programs who have Point in a vocational valid social security Point in a vocational working, continuing their identified as Point in a nontraditional
achieved at least one certificate (PSAV) numbers who were certificate (PSAV) education, or in the nontraditional for their program identified as
Occupational Completion program. located and working, program and who military. gender. nontraditional for their
Point who have achieved continuing their achieved a Vocational gender.
the prescribed Basic Skills education, or in the Certificate (PSAV).
levels. military.
2003-2004 Targets 37.16% 49.81% 30.04% 79.79% 87.27% 12.70% 10.78%

2003-2004 Results 42.35% 59.38% 59.25% 74.20% 82.85% 10.66% 10.23%
Gender - Results
Male 40.79% 58.28% 60.06% 74.63% 82.78% <10% 10.13%

Female 43.78% 60.48% 58.56% 73.77% 82.95% 11.92% 10.34%
Unknown Gender N/P 46.81% 54.55% >95% 50.00% <10% <10%
Ethnicity - Results
American Indian 42.31% 55.19% 60.00% 64.81% 77.42% 12.81% 12.58%

Asian 47.11% 62.87% 61.95% 69.87% 84.01% 11.26% 10.95%
Black 37.09% 56.80% 58.29% 73.04% 80.60% 12.44% 11.65%
Hispanic 29.43% 58.09% 45.49% 72.81% 81.54% <10% <10%
White 51.33% 61.13% 65.10% 75.16% 84.06% 10.26% <10%
Other 47.19% 56.57% 51.55% 72.44% 83.12% <10% <10%
Single Parents 43.76% 61.07% 65.11% 74.96% 79.84% <10% <10%
Displaced Homemakers 50.32% 64.66% 60.23% 63.00% 77.51% <10% <10%
Nontraditional 42.56% 56.30% 66.17% 78.88% 87.07% 14.36% 13.21%
Tech-Prep 62.50% 70.94% 55.99% 74.04% 82.21% <10% <10%
GEORGIA
Secondary
Measurement Approach State Academic Vocational-Technical High School Graduation N/P Administrative Record State/Local State/Local Administrative
Assessment Course Completion Exchanges Administrative Data Data
22
Measurement Definitions Percent of self-identified Percent of vocational Percent of vocational N/P Percent of Percent of Percent of
technology/career prep enrollees earning 4 or concentrators receiving or technology/career prep underrepresented genders underrepresented genders
and dual diploma students more credits in qualifying to receive a dual diploma graduates enrolled in 6 targeted who receive a
passing the Georgia High technology/career prep TCP or dual diploma. placed in postsecondary programs leading to technology/career prep or
School Graduation Test in courses. education, military nontraditional dual diploma in 6 targeted
15 attempts. service, or employment 3 employment (duplicated programs leading to
months after graduation. head-count, grades 9-12). nontraditional employment
(unduplicated head-count,
grades 9-12).
2003-2004 Targets 69.03% 67.03% 78.99% N/P 70.00% 29.09% 17.36%

2003-2004 Results 80.34% 72.74% 74.26% N/P 84.18% 29.07% 42.14%
Gender - Results
Male 82.11% 70.52% 74.83% N/P 82.75% 17.36% 52.06%

Female 78.55% 75.03% 73.71% N/P 85.66% 43.08% 37.01%
Ethnicity - Results

Asian 71.40% 58.64% 60.91% N/P 71.15% 25.59% 53.38%
Black 70.97% 73.39% 72.65% N/P 82.31% 32.07% 35.42%
Hispanic 68.20% 67.53% 82.78% N/P 67.16% 25.27% 26.95%
White 88.42% 73.52% 75.50% N/P 86.40% 27.44% 48.45%
Other 87.46% 60.98% 69.43% N/P 82.56% 28.68% 36.96%
Limited English Proficient 39.02% 53.44% 90.03% N/P 51.48% 24.10% <10%
Tech-Prep 81.24% 81.58% 74.01% N/P 85.06% 32.96% 83.63%
GEORGIA
Postsecondary
Measurement Approach Academic Course Vocational-Technical State/Local Surveys/Placement Administrative Record State/Local State/Local Administrative
Completion Course Completion Administrative Data Records Exchanges Administrative Data Data
23
Measurement Definitions Percent of students Percent of students Percent of graduates out Percent of available Percent of students who Percent of students of Percent of students of
achieving only successful achieving only successful of total student leavers. graduates placed in field, showed up as employed in underrepresented genders underrepresented genders
grades in academic grades in vocational a related field, out of field, UI data one quarter after out of total enrollees in out of total completers of
courses (grades of A, B, courses (grades of A, B, military service, or graduation who also nontraditional programs. nontraditional programs.
C, or S in non- C, or S in non- continuing their showed up as employed in
developmental studies developmental studies postsecondary education. UI data three quarters
courses). courses). after graduation.
2003-2004 Targets 88.13% 88.84% 39.75% >95% 90.00% 11.71% 10.04%

2003-2004 Results 83.92% 82.76% 41.43% >95% 87.38% 13.92% 12.08%
Gender - Results
Male 81.56% 83.25% 41.42% >95% 86.85% 17.69% 12.64%

Female 85.16% 82.43% 41.44% >95% 87.76% 11.76% 11.70%
Ethnicity Results
American Indian 83.23% 82.52% 34.98% >95% 90.67% 17.39% <10%

Asian 83.29% 82.91% 45.77% >95% 90.29% 14.76% 13.01%
Black 83.71% 80.80% 38.24% >95% 87.10% 13.94% 13.43%
Hispanic 82.25% 84.58% 41.45% >95% 90.80% 13.88% 10.49%
White 84.27% 84.27% 43.83% >95% 87.41% 13.88% 11.07%
Other 81.67% 81.59% 42.57% >95% 85.32% 13.17% 15.88%
Individuals With Disabilities 82.86% 73.70% 40.87% >95% 88.91% 15.40% 13.80%
Economically Disadvantaged 83.21% 73.41% 39.12% >95% 87.88% 13.24% 10.82%
Single Parents 82.01% 72.40% 40.21% >95% 87.68% 12.38% 10.56%
Other Educational Barriers 81.22% 72.56% 33.39% >95% 88.13% 14.11% 11.36%
Limited English Proficient 85.34% 79.43% 46.80% >95% 89.56% 14.14% 10.60%
Nontraditional 83.20% 82.72% 37.87% >95% 86.46% >95% >95%
Tech-Prep 82.30% 78.70% 41.04% >95% 82.96% 13.37% <10%
GUAM
Secondary
Measurement Approach Academic GPA Program Completion State/Local Data National/State Standards Surveys/Placement State/Local Data State/Local Data
& Assessment Records
24
Measurement Definitions Number of vocational Number of vocational Number of vocational Number of vocational Percent of vocational Percent of students in Percent of students in
concentrators who have concentrators who have concentrators who have concentrators who concentrators who underrepresented gender underrepresented gender
successfully completed attained a high school attained a high school received a high school received a high school groups who participated in groups who completed a
(i.e., reached performance diploma or its recognized diploma and a certificate diploma or its recognized diploma or its recognized a non-traditional nontraditional secondary
benchmarks) all state equivalent and have of completion. state equivalent and left state equivalent and left secondary program in the program in the reporting
vocational courses and left secondary education secondary education in the secondary education in the reporting year. year.
have left secondary in the reporting year. reporting year and who reporting year and who
education in the reporting were placed in were placed in
year. postsecondary or postsecondary or
advanced training, advanced training,
employment, and/or employment, and/or
military service. military service.
2003-2004 Targets 27.00% 79.00% 54.00% 54.00% 54.00% 32.00% 32.00%

2003-2004 Results 62.62% 91.30% 50.18% 15.09% 54.29% 12.68% 13.51%
Gender - Results
Male 48.84% 85.92% 52.33% <10% 87.50% <10% 31.03%

Female 71.43% >95% 47.86% 23.11% 44.44% 49.59% <10%
Unknown Gender >95% >95% 11.11% >95% N/P N/P N/P
Ethnicity - Results
American Indian N/E N/E N/E N/E N/E N/E N/E

Black N/E N/E N/E N/E N/E N/E N/E
Hispanic N/E N/E N/E N/E N/E N/E N/E
GUAM
Postsecondary
Measurement Approach Academic Course Program Completion State/Local Data Surveys/Placement Surveys/Placement State/Local Data State/Local Data
Completion Records Records
25
Measurement Definitions Percent of concentrators Percent of concentrators The percent of students Percent of students who Percent of students who Percent of students in Percent of students in
who have successfully who have completed the awarded a degree or completed a completed a underrepresented gender underrepresented gender
completed all academic programs as defined by credential as defined by postsecondary program in postsecondary program in groups who participated in groups who completed a
courses and have stop the requirements for the requirements for the the reporting year, and the reporting year, and a nontraditional nontraditional
program participation in students declared major as students declared major as who were placed in were placed in postsecondary program in postsecondary program in
the reporting year. published in the GCC published in the GCC further postsecondary employment in the the reporting year. the reporting year.
catalog. catalog. education or advanced reporting year and were
training, employment, retained in employment.
and/or military service.
2003-2004 Targets 26.00% >95% 90.00% 63.00% <10% 12.00% 12.00%

2003-2004 Results 60.63% 88.98% 88.98% 89.13% N/P <10% <10%
Gender - Results
Male 46.03% 82.54% 82.54% 89.47% N/P 25.09% <10%

Female 75.00% >95% >95% 85.19% N/P <10% <10%
Ethnicity Results
American Indian N/P N/P N/P N/P N/P N/P N/P

Asian N/P N/P N/P N/P N/P N/P N/P
Black N/P N/P N/P N/P N/P N/P N/P
Hispanic N/P N/P N/P N/P N/P N/P N/P
White N/P N/P N/P N/P N/P N/P N/P
Other N/P N/P N/P N/P N/P N/P N/P
HAWAII
Secondary
Measurement Approach Academic GPA Vocational/Technical GPA State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
Records
26
Measurement Definitions Percent of 12th grade Percent of 12th grade Percent of 12th grade N/P Percent of completers who Percent of students in the Percent of 12th grade
students who completed students who completed student who completed responded to the underrepresented gender students in the
the requirements for the requirements for the requirements for placement survey and who group who have enrolled underrepresented group
selected state certified selected state certified selected state certified entered into in nontraditional who have completed the
vocational education vocational education vocational education postsecondary education, vocational education requirements in a
programs of study and programs of study and programs of study and employment, or military course(s) identified with a nontraditional state
received a cumulative received a cumulative have been awarded a high within 6 months of "V" in the Hawaii State certified vocational
grade point average of grade point average of school diploma. A graduation. Department of Education's education program of
"2.0" or better in all "2.0" or better in all program of study includes authorized course code study and have been
languages arts, math, and vocational education 2 Carnegie units in a number system. awarded a high school
science courses required courses in their state single vocational program diploma.
for graduation. certificate. area.
2003-2004 Targets 48.42% 94.08% >95% N/P >95% 29.01% 23.17%

2003-2004 Results 63.36% 88.65% >95% N/P 82.98% 29.10% 22.28%
Gender - Results
Male 52.25% 86.94% >95% N/P 87.50% 25.62% 27.80%

Female 77.91% 92.64% >95% N/P 78.26% 35.70% 17.97%
Unknown Gender 65.79% 81.58% 89.47% N/P N/P <10% <10%
Ethnicity - Results
American Indian N/P >95% >95% N/P N/P 15.00% 50.00%

Asian 66.10% 88.81% 86.78% N/P 84.21% 29.57% 22.48%
Black 50.00% 50.00% >95% N/P N/P 28.77% N/P
Hispanic 60.00% >95% >95% N/P N/P N/P 20.00%
White 55.81% 90.70% 88.37% N/P >95% 31.80% 26.47%
Other 58.44% 87.01% 59.32% N/P 80.00% 25.00% 18.33%
Single Parents 60.00% >95% 90.00% N/P N/P 16.28% 10.00%
Nontraditional 59.52% 84.52% >95% N/P 88.89% >95% >95%
Tech-Prep 63.36% 88.65% >95% N/P 82.98% 29.10% 22.28%
HAWAII
Postsecondary
Measurement Approach Academic GPA Vocational/Technical GPA State/Local Data Administrative Record Administrative Record State/Local Data State/Local Data
Exchange Exchange
27
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators Percent of completers in Percent of completers in Percent of participants in Percent of completers in
who have a cumulative who have a cumulative who received a degree or the year reported who are the year reported who are underrepresented gender underrepresented gender
GPA =>2.00 in academic GPA =>2.00 in vocational certificate in a vocational employed within one UI employed within one UI groups who participated in groups in nontraditional
courses and who have courses and who have program and who have quarter following program quarter following program nontraditional programs in programs in the year
stopped program stopped program stopped program completion. completion and who are the year reported. reported.
participation in the year participation in the year participation in the year employed in the following
reported. reported. reported. UI quarter.
2003-2004 Targets 81.56% 91.53% 35.70% 70.52% 90.13% 15.94% 14.34%

2003-2004 Results 80.79% 89.14% 38.27% 65.30% 93.60% 14.11% 12.13%
Gender - Results
Male 78.13% 86.89% 36.14% 58.59% >95% 16.86% 15.83%

Female 83.47% 91.45% 40.43% 73.02% 90.64% 11.89% <10%
Ethnicity Results
American Indian 75.00% 60.00% 20.00% 33.33% >95% 40.00% 50.00%

Asian 79.45% 89.08% 38.26% 67.51% 93.49% 13.20% 11.98%
Black 78.26% 87.10% 38.71% 57.89% 90.91% 23.73% 40.00%
Hispanic 80.77% 88.89% 38.10% 63.33% >95% 20.51% <10%
White 89.92% 92.01% 40.18% 60.00% 92.93% 15.37% 11.61%
Other 77.37% 86.22% 35.90% 58.77% 94.03% 15.13% 12.39%
Individuals With Disabilities 77.65% 84.00% 31.00% 51.43% >95% 20.81% 14.29%
Economically Disadvantaged 80.17% 88.30% 40.24% 71.80% >95% 14.55% 13.17%
Single Parents 79.78% 88.78% 33.16% 74.44% 91.04% 12.86% 15.19%
Limited English Proficient 85.71% 86.14% 43.56% 66.67% 88.89% 14.29% <10%
Nontraditional 85.32% 89.07% 36.44% 66.67% >95% >95% >95%
Tech-Prep 80.79% 89.14% 38.27% 65.30% 93.60% 14.11% 12.13%
IDAHO
Secondary
Measurement Approach High School Graduation National/State Standards State/Local Data N/P National/State Standards State/Local Data State/Local Data
& Local Assessment & Local Assessment
28
Measurement Definitions Percent of professional- Percent of professional- Percent of total number of N/P Percent of professional- Percent of professional- Percent of professional-
tech program tech program completers professional-tech program tech program completer tech program students tech students (females plus
concentrators who who demonstrate mastery. concentrators who respondents who achieve (females plus males) who males) who complete
complete high school graduate with a diploma. positive placement or enter programs that are programs that are
graduation requirements. transition. nontraditional for their nontraditional to their
gender. gender.
2003-2004 Targets 90.49% 81.99% 84.72% N/P 89.24% 19.51% 10.91%

2003-2004 Results >95% 90.11% 92.86% N/P 93.20% 19.80% 20.54%
Gender - Results
Male >95% 88.62% 92.58% N/P 92.33% <10% 16.00%

Female >95% 91.91% 93.18% N/P 94.34% 43.72% 26.90%
Ethnicity - Results

Other >95% 90.11% 92.86% N/E 93.20% 19.80% 20.54%
Individuals With Disabilities 94.18% 87.41% 94.05% N/P 84.91% N/P N/P
Economically Disadvantaged >95% 88.95% >95% N/E 90.13% N/E N/E
Single Parents >95% 90.91% >95% N/E 83.05% N/E N/E
Limited English Proficient >95% 88.85% >95% N/E 88.74% N/E N/E
Nontraditional N/P N/P N/P N/P N/P N/P N/P
Tech-Prep >95% 94.38% >95% N/P 91.75% N/P N/P
IDAHO
Postsecondary
Measurement Approach Academic GPA Vocational/Technical GPA State/Local Data Surveys/Placement Administrative Record State/Local Data State/Local Data
Records Exchange
29
Measurement Definitions Percent of completers Percent of completers Percent of completers Percent of completers who Percent of individuals still Percent of professional Percent of professional-
earning a 2.0 GPA in earning a 2.5 GPA in graduating within a period achieve positive employed after the third program students (males tech students (females plus
required general education professional-tech courses. equal to 1.5 times the placement or transition. quarter following and females) who enter males) who complete
courses. normal program length. completion. programs that are programs that are
nontraditional to their nontraditional to their
gender. gender.
2003-2004 Targets 77.48% 77.96% 72.57% 91.76% 81.09% 13.93% 12.61%

2003-2004 Results 92.27% >95% 90.32% 94.21% 90.94% 12.98% <10%
Gender - Results
Male 89.67% >95% 91.72% 94.42% 89.79% 16.23% 11.79%

Female >95% >95% 88.59% 93.99% 92.04% <10% <10%
Ethnicity Results

Other 92.27% >95% 90.32% 94.21% 90.94% 12.98% <10%
Individuals With Disabilities 87.06% 90.65% 89.04% 90.00% 86.30% N/E N/E
Economically Disadvantaged 92.66% >95% 89.07% 93.15% 87.85% N/E N/E
Single Parents 90.82% 94.21% 88.89% >95% 93.65% N/E N/E
Displaced Homemakers >95% >95% 94.12% 94.34% 93.94% N/E N/E
Limited English Proficient >95% 93.02% 90.48% 90.00% >95% N/E N/E
Tech-Prep 84.21% >95% 85.94% 91.36% 87.50% N/P N/P
ILLINOIS
Secondary
Measurement Approach High School Graduation High School Graduation High School Graduation N/P Administrative Record State/Local Data State/Local Data
Exchange/Matching of
Records
30
Measurement Definitions Percent of all CTE Percent of all CTE Percent of all CTE N/P Percent of all CTE Percent of males enrolled Percent of males
concentrators in a given concentrators in a given concentrators in a given concentrators in a given in programs that lead to completing programs that
graduation cohort who graduation cohort who graduation cohort who graduation cohort employment lead to employment
received a high school received a high school received a high school identified by SSNs who nontraditional for males nontraditional for males
diploma. diploma. diploma. show up as employed in plus the number of plus the number of females
the UI wage records females enrolled in completing programs that
and/or enrolled in the programs that lead to lead to employment
state's higher education employment nontraditional for females.
database in the year nontraditional for females.
following graduation.
2003-2004 Targets 92.38% 92.38% 92.38% N/P 80.28% 16.48% 13.45%

2003-2004 Results >95% >95% >95% N/P 76.36% 16.47% 12.78%
Gender - Results
Male >95% >95% >95% N/P 75.29% <10% <10%

Female >95% >95% >95% N/P 77.63% 68.35% 47.65%
Ethnicity - Results
American Indian >95% >95% >95% N/P 79.25% 30.00% 25.00%

Asian >95% >95% >95% N/P 80.65% 13.79% 10.00%
Black 93.66% 93.66% 93.66% N/P 63.09% 20.93% 20.66%
Hispanic 94.63% 94.63% 94.63% N/P 74.84% 16.74% 14.65%
White >95% >95% >95% N/P 79.69% 15.82% 11.03%
Individuals With Disabilities 92.82% 92.82% 92.82% N/P 68.66% 11.20% <10%
Displaced Homemakers >95% >95% >95% N/P 63.16% 13.73% 15.15%
Nontraditional >95% >95% >95% N/P 73.99% 16.47% 12.78%
Tech-Prep >95% >95% >95% N/P 76.37% 15.41% 12.93%
ILLINOIS
Postsecondary
Measurement Approach Program Completion Program Completion State/Local Data Administrative Record Administrative Record State/Local Data State/Local Data
Exchange Exchange
31
Measurement Definitions Percent of occupational Percent of occupational Percent of occupational Percent of all degree and Percent of all degree and Percent of total female Percent of total female and
program majors (PCS 1.2) program majors in the program majors in the occupational certificate occupational certificate and male enrollment in male program completions
in the cohort who cohort who completed a cohort who completed a completers in the same completers in a given specified occupational in specified occupational
completed a degree or degree or occupational degree or occupational fiscal year identified by fiscal year identified by programs that lead to programs that lead to
occupational certificate or certificate or who are still certificate within 5 years social security number social security number employment employment nontraditional
who are still enrolled in enrolled in the institution of enrollment. who are identified as who are identified as nontraditional for their for their gender.
the institution or have or have transferred within employed in the IL UI employed in the 3rd and gender.
transferred within 5 years 5 years or enrollment. wage records in the 3rd 4th quarters after program
or enrollment. quarter after program completion.
completion and/or were
enrolled in the IL public
higher education shared
database in the academic
year following program
completion.
2003-2004 Targets 66.00% 66.00% 51.80% 80.34% 95.00% 13.61% 11.54%
2003-2004 Results 69.27% 69.27% 55.36% 78.75% 93.75% 13.58% 10.86%
Gender - Results
Male 63.93% 63.93% 48.39% 73.46% 93.35% 10.97% 10.76%

Female 73.13% 73.13% 60.40% 82.39% 93.98% 17.04% 11.02%
Unknown Gender 37.50% 37.50% 25.00% N/P N/P N/P N/P
Ethnicity Results
American Indian 58.24% 58.24% 47.25% 69.57% 89.29% 14.51% <10%

Asian 72.10% 72.10% 52.28% 66.42% 94.95% 18.38% <10%
Black 68.58% 68.58% 51.43% 69.90% 89.64% 15.84% 15.38%
Hispanic 67.20% 67.20% 50.28% 77.37% 93.38% 13.84% 11.03%
White 69.50% 69.50% 56.55% 82.38% 94.53% 12.55% <10%
Other 66.32% 66.32% 56.84% 73.42% >95% 15.88% 15.79%
Economically Disadvantaged 72.32% 72.32% 59.87% 78.06% 92.17% 12.47% <10%
Single Parents N/P N/P N/P 78.27% 89.21% 10.14% <10%
Displaced Homemakers N/P N/P N/P 81.48% 90.48% <10% <10%
Other Educational Barriers 62.11% 62.11% 43.94% 82.30% >95% 13.88% <10%
Nontraditional 68.48% 68.48% 51.45% 73.16% 93.47% 13.58% 10.86%
Tech-Prep 63.41% 63.41% 48.78% 82.24% 92.45% 27.10% 10.00%
INDIANA
Secondary
Measurement Approach Academic Assessment Local Standards & State/Local Data N/P Administrative Record State/Local Data State/Local Data
Assessment Exchanges/Matching of
Administrative Records
32
Measurement Definitions Number of vocational Number of students who Number of vocational N/P Number of students who Number of students in Number of students in
education students who passed a vocational education program have completed a underrepresented groups underrepresented groups
passed the Indiana education program skill completers who have vocational education who participated in a who completed a
Statewide Testing for test and have left attained a high school program and received a nontraditional secondary nontraditional secondary
Educational Progress + secondary education in the diploma or its recognized diploma or its equivalent vocational education vocational education
Graduation Qualifying reporting year. equivalent and have left in the reporting year and program in the reporting program in the reporting
Exam and have left secondary education in the were placed in further year. year.
secondary education in the reporting year. education or advanced
reporting year. training, employment,
and/or military service.
2003-2004 Targets 79.00% 87.35% 86.61% N/P 83.53% <10% <10%

2003-2004 Results 92.45% 91.48% 86.21% N/P 84.06% <10% <10%
Gender - Results
Male 92.21% 90.48% 84.70% N/P 81.55% <10% <10%

Female 92.73% 92.62% 87.95% N/P 87.01% 13.10% 14.29%
Ethnicity - Results
American Indian 90.32% 93.55% 80.65% N/P 80.00% <10% N/P

Asian 90.22% 93.48% 86.96% N/P 81.52% 10.00% <10%
Black 94.03% 94.23% 86.27% N/P 79.07% <10% <10%
Hispanic 88.74% 90.54% 82.88% N/P 84.21% <10% <10%
White 92.38% 91.25% 86.24% N/P 84.57% <10% <10%
Other >95% 92.38% 89.52% N/P 81.82% <10% <10%
Individuals With Disabilities 89.12% 91.16% 74.83% N/P 83.75% <10% <10%
Economically Disadvantaged 93.36% 88.71% 87.66% N/P 82.29% <10% <10%
Single Parents 50.70% 92.09% 83.72% N/P 86.18% <10% <10%
Displaced Homemakers 80.00% >95% 75.00% N/P >95% N/P N/P
Other Educational Barriers 88.64% 90.73% 81.89% N/P 81.89% <10% <10%
Limited English Proficient 74.19% 87.10% 74.19% N/P 75.00% N/P N/P
Nontraditional 87.03% 83.70% 79.59% N/P 82.11% >95% >95%
Tech-Prep 91.89% 69.62% 72.86% N/P 84.06% 22.22% 22.22%
INDIANA
Postsecondary
Measurement Approach Overall GPA National/State Standards State/Local Data Administrative Record Surveys/Placement State/Local Data State/Local Data
& Local Assessment Exchange Records
33
Measurement Definitions Number of postsecondary Number of students who The number of full-time Number of postsecondary Number of students who Number of postsecondary Number of postsecondary
students who complete complete occupationally beginning first year students who complete completed a students enrolled in students completing
occupationally specific specific programs and students who enroll in occupationally specific postsecondary program occupationally specific occupationally specific
programs and have a who have met program- occupationally specific programs and are placed and were placed in further programs that are programs that are
cumulative grade point defined and industry programs as degree in further education, or postsecondary education nontraditional for their nontraditional for their
average of at least 2.5 on a validated career and seeking students and employment within IN, or or advanced training, gender. gender.
4.0 grading system. technical skill standards attain a postsecondary national military service. employment, and/or
and have stopped program degree or credential military service in the
participation in the within three years. reporting year and were
reporting year. retained in one or more of
these types of placement.
2003-2004 Targets 88.24% 49.07% 26.65% 88.62% 90.31% <10% <10%

2003-2004 Results 89.63% 40.57% 27.26% 84.96% 85.38% <10% <10%
Gender - Results
Male 86.40% 42.40% 26.66% 84.54% 83.74% <10% <10%

Female 92.18% 38.03% 28.24% 85.70% 88.00% <10% <10%
Unknown Gender >95% 10.00% <10% >95% >95% <10% <10%
Ethnicity Results
American Indian 72.73% 25.00% 16.67% 87.50% 90.91% <10% <10%

Asian 85.42% 52.83% 33.33% 66.67% 73.68% <10% N/P
Black 76.36% 21.96% 12.21% 90.72% 80.67% <10% 12.33%
Hispanic 80.25% 41.57% 16.22% 84.21% 85.00% <10% 12.87%
White 90.86% 42.86% 34.34% 86.37% 85.68% <10% <10%
Other 90.74% 10.14% 21.84% 79.71% 92.59% <10% <10%
Nontraditional 87.39% 43.14% 22.81% 90.41% 82.43% 86.92% >95%
IOWA
Secondary
Measurement Approach National Academic National/State Standards State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
Assessment & Local Assessment Records
34
Measurement Definitions Number of targeted Number of program Number of targeted N/P Number of completers Number of students in Number of students in
students rated proficient completers rated students receiving a placed in continuing underrepresented gender underrepresented gender
or higher. proficient or higher. diploma or its equivalent. education, nonmilitary groups enrolled in groups who completed a
employment, and military. programs for program for a
nontraditional nontraditional occupation.
occupations.
2003-2004 Targets 63.77% 70.25% >95% N/P >95% 18.98% 18.53%

2003-2004 Results 65.26% 86.09% >95% N/P >95% 33.10% 23.13%
Gender - Results
Male 64.58% 85.24% >95% N/P >95% 41.49% 31.26%

Female 66.19% 87.52% >95% N/P >95% 23.36% 17.54%
Ethnicity - Results
American Indian 36.71% >95% >95% N/P >95% 32.58% 17.07%

Asian 59.78% 93.83% >95% N/P >95% 38.18% 20.18%
Black 36.96% 83.46% >95% N/P >95% 36.62% 22.14%
Hispanic 32.64% 78.62% >95% N/P >95% 32.85% 21.36%
White 66.84% 86.16% >95% N/P >95% 32.91% 23.33%
Other 65.22% 90.91% >95% N/P >95% 39.97% 20.83%
Individuals With Disabilities 32.22% 75.33% >95% N/P 89.70% 32.04% <10%
Single Parents 54.59% 83.90% 94.46% N/P >95% 30.66% 20.59%
Displaced Homemakers N/P N/P N/P N/P N/P N/P N/P
Limited English Proficient 37.82% 78.79% >95% N/P 92.86% 35.22% 20.17%
Nontraditional 68.33% 78.17% >95% N/P >95% 33.10% 89.72%
Tech-Prep 71.83% 90.52% >95% N/P >95% 32.10% 20.50%
IOWA
Postsecondary
Measurement Approach Program Completion National/State Standards State/Local Data Surveys/Placement Surveys/Placement State/Local Data State/Local Data
& Local Assessment Records Records
35
Measurement Definitions Number of students Number of program Number of students Number of completers Number of completers Number of students in Number of students in
receiving a degree, completers rated as receiving a degree, placed in continuing employed both the second underrepresented gender underrepresented gender
diploma, or certificate. occupationally proficient. diploma, or certificate. education, nonmilitary (year after graduation) and groups enrolled in groups who completed a
employment, and military. fourth (graduation year) programs for program for nontraditional
UI quarters. nontraditional occupations.
occupations.
2003-2004 Targets >95% >95% >95% >95% 92.00% 18.20% 13.71%

2003-2004 Results >95% 93.27% >95% >95% 93.72% 22.08% 16.58%
Gender - Results
Male >95% 92.45% >95% >95% 92.78% 10.32% <10%

Female >95% 93.80% >95% 94.27% 94.26% 33.03% 27.40%
Unknown Gender >95% N/P >95% N/P >95% N/P N/P
Ethnicity Results
American Indian >95% 71.22% >95% 82.72% 89.47% 27.43% 15.91%

Asian >95% 94.86% >95% >95% 88.64% 28.31% 30.65%
Black >95% 92.10% >95% 81.05% >95% 21.85% 13.04%
Hispanic >95% 86.04% >95% >95% 86.05% 24.29% 23.46%
White >95% 93.93% >95% >95% 93.82% 21.67% 16.07%
Other >95% 86.34% >95% 78.85% >95% 25.19% 20.63%
Individuals With Disabilities >95% 92.59% >95% 83.54% 93.25% 23.68% 17.42%
Economically Disadvantaged >95% >95% >95% >95% 94.08% 21.70% 16.02%
Single Parents >95% 92.76% >95% >95% >95% 40.39% 18.95%
Displaced Homemakers 93.33% >95% 93.33% >95% >95% 32.27% 72.73%
Other Educational Barriers N/E >95% N/E N/E N/E N/E N/E
Limited English Proficient >95% >95% >95% 75.13% 89.47% 39.81% 27.66%
Nontraditional 16.58% 92.21% 16.58% N/P N/P 22.08% 16.58%
Tech-Prep >95% >95% >95% 74.33% N/P 21.04% 16.08%
KANSAS
Secondary
Measurement Approach Overall GPA Local Standards & State/Local Data N/P National/State Standards State/Local Data State/Local Assessment
Assessment & Assessment
36
Measurement Definitions Total number of Number of students who Number of secondary N/P Number of students who Number of students in Number of students in
secondary students who reach the 80% threshold vocational students who completed secondary underrepresented gender underrepresented gender
reached a 2.0 GPA or level of vocational have attained a high vocational programs and groups who participated in groups who completed a
better during the reporting education and who have school diploma and have who received a high a nontraditional secondary nontraditional program in
year. met state-established, left secondary education school diploma and left program in a reporting a reporting year.
industry-validated in the reporting year. secondary education in the year.
career/technical skill reporting year and who
standards and who have were placed in
left secondary education postsecondary education
in the reporting year. or advanced training,
employment, or military
service.
2003-2004 Targets 94.25% 81.75% 75.75% N/P 90.45% 32.50% 25.05%

2003-2004 Results 93.51% >95% 92.09% 92.09% 91.75% 37.07% 93.94%
Gender - Results
Male 91.74% >95% 91.59% 91.59% 91.34% 44.28% 94.28%

Female >95% >95% 92.58% 92.58% 92.34% 25.67% 93.23%
Ethnicity - Results
American Indian 90.91% >95% >95% >95% 94.87% 44.44% >95%

Asian >95% >95% 89.57% 89.57% 81.01% 44.16% >95%
Black 82.10% >95% 85.96% 85.96% 76.88% 49.79% >95%
Hispanic 86.55% >95% 90.28% 90.28% 82.84% 48.92% 92.86%
White 94.67% >95% 92.59% 92.59% 92.76% 35.33% 93.69%
Other 92.59% >95% >95% >95% 92.86% 35.14% N/P
Individuals With Disabilities 89.42% >95% 87.58% 87.58% 88.53% 31.67% 86.15%
Economically Disadvantaged 91.30% >95% >95% >95% 87.42% 40.32% 93.05%
Single Parents 92.90% >95% 88.83% 88.83% 79.44% 36.84% 87.10%
Other Educational Barriers 64.51% >95% 88.39% 88.39% 80.00% 41.49% 93.02%
Limited English Proficient 89.13% >95% 76.67% 76.67% 88.89% 46.46% 60.00%
Nontraditional 93.62% >95% 93.94% 93.94% 46.50% N/P N/P
Tech-Prep >95% >95% 93.31% 93.31% 92.74% 34.59% 88.10%
KANSAS
Postsecondary
Measurement Approach Vocational Course Program Completion State/Local Data Surveys/Placement Surveys/Placement State/Local Data State/Local Data
37
Measurement Definitions Number of postsecondary Number of postsecondary Number of students Number of students who Number of students who Number of students in Number of students in
students who attained a vocational students who enrolled in postsecondary completed a completed a underrepresented gender underrepresented gender
2.0 GPA and who have have met 80% level of vocational education postsecondary vocational postsecondary vocational groups who participated in groups who completed in a
met program-defined vocational education and programs and who program in the reporting program in the reporting a nontraditional nontraditional
academic standards and have completed a received or were eligible year and who were placed year and who were placed postsecondary program in postsecondary program in
who have stopped vocational program, who to receive a postsecondary in further postsecondary in further postsecondary the reporting year. the reporting year.
program participation in have met state- degree, certificate, or education, advanced education, advanced
the reporting year. established, industry- credential, or reached training, employment, or training, employment, or
validated career/technical their predetermined goal, military service after military service after
skill standards, and who and who stopped program stopping participation in stopping participation in
have stopped program participation in the the postsecondary the postsecondary
participation in the reporting year. program. program and who remain
reporting year. employed 6 months later.
2003-2004 Targets >95% 90.35% 39.05% 77.92% 82.85% 25.05% 20.35%

2003-2004 Results >95% >95% 40.12% 78.10% 77.81% 20.24% 17.59%
Gender - Results
Male >95% >95% 38.57% 80.53% 80.53% 22.53% 19.20%

Female >95% >95% 41.56% 75.89% 75.36% 18.19% 16.16%
Ethnicity Results
American Indian >95% >95% 37.85% 74.07% 74.07% 17.24% 15.91%

Asian >95% >95% 37.08% 73.21% 73.21% 20.63% 20.79%
Black >95% >95% 34.53% 70.06% 70.06% 21.64% 20.14%
Hispanic >95% >95% 43.52% 79.39% 79.39% 18.00% 14.15%
White >95% >95% 40.93% 77.17% 77.17% 20.01% 17.14%
Other >95% >95% 30.71% N/P N/P 28.52% 32.87%
Individuals With Disabilities >95% >95% 40.86% 70.26% 70.26% 22.11% 22.09%
Economically Disadvantaged >95% >95% 41.60% 76.90% 76.90% 18.64% 14.00%
Single Parents >95% >95% 55.73% 68.75% 68.75% 14.34% 12.76%
Displaced Homemakers >95% >95% 71.33% 75.00% 75.00% 17.22% 14.74%
Other Educational Barriers >95% >95% 45.83% 73.13% 73.13% 19.03% 15.52%
Limited English Proficient >95% >95% 52.38% 39.53% 39.53% 20.97% 20.97%
Nontraditional >95% >95% 36.92% 73.76% 73.76% >95% >95%
Tech-Prep >95% >95% 46.33% 70.27% 70.27% 19.39% 14.60%
KENTUCKY
Secondary
Measurement Approach State Academic Vocational-Technical High School Graduation High School Graduation Surveys/Placement State/Local State/Local Administrative
Assessment Program Completion Records Administrative Data Data
38
Measurement Definitions Percent of exiting Percent of exiting Percent of exiting Percent of exiting Percent of vocational Percent of nontraditional Percent of nontraditional
vocational concentrators vocational concentrators vocational concentrators vocational concentrators concentrator/graduates gender students among gender students among
who passed the state who completed their who graduated. who either graduated or who were placed in participants in programs completers of programs
exam. program of study. received a secondary postsecondary education, leading to nontraditional leading to nontraditional
credential. employment, or military employment or training. employment or training.
service.
2003-2004 Targets 13.00% 52.00% 70.99% 17.70% 79.51% 20.88% 22.46%

2003-2004 Results 12.98% 53.73% 53.73% 49.11% 80.98% 22.05% 18.93%
Gender - Results
Male 10.00% 51.99% 52.00% 51.13% 81.23% 25.46% 24.28%

Female 15.98% 55.65% 55.65% 48.30% 80.71% 17.50% 12.45%
Unknown Gender 76.92% N/P N/P N/P N/P N/P N/P
Ethnicity - Results
American Indian N/P 45.45% 45.45% N/P 75.00% 16.67% <10%

Asian 26.57% 51.61% 51.61% 66.67% 68.57% 30.95% 36.84%
Black <10% 51.02% 51.16% 23.42% 76.44% 23.07% 20.78%
Hispanic 12.40% 52.68% 51.79% 54.55% 86.05% 18.24% <10%
White 14.00% 53.95% 53.95% 50.28% 81.24% 21.93% 18.81%
Other 15.85% 46.96% 46.96% 57.14% 74.29% 29.38% 26.47%
Economically Disadvantaged <10% 48.68% 49.21% N/P 77.51% 19.24% 14.20%
Single Parents N/P 43.46% 90.91% N/P 71.96% 12.50% 12.77%
Displaced Homemakers N/E 54.55% 54.55% N/E 85.71% 25.00% N/E
Limited English Proficient <10% 60.64% 61.96% N/P 74.07% 30.77% 19.35%
Nontraditional N/P N/P N/P N/P 82.46% N/P N/P
Tech-Prep N/P 58.63% 59.18% N/P 77.36% <10% 14.76%
KENTUCKY
Postsecondary
Measurement Approach Overall GPA Overall GPA Overall GPA Surveys/Placement Surveys/Placement State/Local State/Local Administrative
Records Records Administrative Data Data
39
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Percent of completers who Percent of placements Percent of nontraditional Percent of nontraditional
program completers with program completers with program completers with were placed in the retained in their original gender students among gender students among
a 2.0 GPA or above. a 2.0 GPA or above. a 2.0 GPA or above. military, employment, or placement or transitioned participants in programs completers of programs
continuing education. to another positive leading to nontraditional leading to nontraditional
placement. employment or training. employment or training.
2003-2004 Targets 56.09% 56.09% 56.09% 76.04% 39.20% 13.25% 11.75%

2003-2004 Results 43.87% 43.87% 43.87% 45.87% 28.98% 11.31% <10%
Gender - Results
Male 54.21% 54.21% 54.21% 39.19% 19.49% <10% 13.59%

Female 61.66% 61.66% 61.66% 50.55% 42.94% 13.73% <10%
Unknown Gender <10% <10% <10% N/P 26.47% <10% N/P
Ethnicity Results
American Indian 54.29% 54.29% 54.29% 47.62% 27.27% <10% N/P

Asian 45.00% 45.00% 45.00% 44.44% 14.29% 29.60% 33.33%
Black 47.98% 47.98% 47.98% 27.66% 14.12% 13.47% <10%
Hispanic 54.65% 54.65% 54.65% 42.86% 30.00% 16.24% 13.04%
White 60.58% 60.58% 60.58% 46.84% 30.25% 11.15% <10%
Other 43.20% 43.20% 43.20% 41.35% 40.00% 12.94% 10.34%
Single Parents 60.43% 60.43% 60.43% 93.42% 79.41% 11.93% <10%
Limited English Proficient 87.50% 87.50% 87.50% 83.33% >95% N/P N/P
Tech-Prep 53.33% 53.33% 53.33% 70.59% 63.64% 45.83% N/P
LOUISIANA
Secondary
Measurement Approach State Academic Program Completion Program Completion N/P Surveys/Placement State/Local State/Local Administrative
Assessment Records Administrative Data Data
40
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators N/P Percent of surveyed Percent of nontraditional Percent of nontraditional
completing vocational completing vocational completing vocational vocational completers enrollees in nontraditional completers of
programs. programs. programs. who responded and were programs. nontraditional programs.
placed in further study,
employment, or the
military.
2003-2004 Targets 77.65% 46.42% 46.42% N/P 80.18% <10% 19.58%

2003-2004 Results 82.82% 40.70% 40.70% 49.46% 74.19% 17.01% 19.77%
Gender - Results
Male 82.55% 40.26% 40.26% 47.46% 71.37% 19.49% 23.50%

Female 83.11% 41.10% 41.10% 51.40% 76.62% 16.18% 18.25%
Unknown Gender N/P N/P N/P N/P N/P N/P 19.77%
Ethnicity - Results
American Indian 88.76% 39.80% 39.80% 50.58% 80.85% 10.57% 16.67%

Asian 85.57% 38.66% 38.66% 89.94% 94.44% 16.61% <10%
Black 69.19% 40.28% 40.28% 47.24% 73.80% 16.83% 17.90%
Hispanic 81.81% 30.68% 30.68% 36.96% 77.00% 15.66% 24.19%
White 91.06% 41.29% 41.29% 51.50% 74.03% 17.23% 21.01%
Other N/P 46.75% 46.75% 64.10% >95% 24.32% 44.44%
Individuals With Disabilities N/P 36.55% 36.55% 32.73% 59.78% 14.17% 18.97%
Economically Disadvantaged N/P 39.02% 39.02% 39.73% 71.85% 17.12% 16.55%
Single Parents N/P 40.57% 40.57% 33.08% 69.43% 16.20% 12.40%
Displaced Homemakers N/P 30.43% 30.43% 27.27% 42.86% 13.51% N/P
Other Educational Barriers N/P 40.18% 40.18% 40.41% 64.52% 14.26% 15.49%
Limited English Proficient N/P 38.18% 38.18% 43.49% 84.78% 17.38% 21.92%
Tech-Prep N/P 58.46% 58.46% N/P 72.95% 15.60% 21.10%
LOUISIANA
Postsecondary
Measurement Approach Program Completion Program Completion Program Completion Surveys/Placement Surveys/Placement State/Local State/Local Administrative
Records and Records and Administrative Data Data
Administrative Record Administrative Record
Exchanges Exchanges
41
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of placed Percent of nontraditional Percent of nontraditional
concentrators completing concentrators completing concentrators completing completers placed in completers who were enrollees in nontraditional completers of
their program and their program and their program and further study, retained in placement programs. nontraditional programs.
receiving a degree or receiving a degree or receiving a degree or employment, or the status for at least 6
credential. credential. credential. military. months.
2003-2004 Targets 14.55% 14.55% 14.55% 90.00% 50.67% <10% <10%

2003-2004 Results 16.01% 16.01% 16.01% 87.54% 86.89% 13.21% 17.56%
Gender - Results
Male 17.33% 17.33% 17.33% 85.79% 88.23% 27.97% 21.18%

Female 15.44% 15.44% 15.44% 88.29% 86.32% <10% 15.45%
Unknown Gender >95% >95% >95% N/P N/P <10% <10%
Ethnicity Results
American Indian 14.00% 14.00% 14.00% >95% 86.36% 10.87% <10%

Asian 20.06% 20.06% 20.06% 74.42% 30.99% 19.28% 12.00%
Black 14.31% 14.31% 14.31% 94.31% 84.70% 11.66% 14.09%
Hispanic 15.57% 15.57% 15.57% 69.32% 90.57% 17.95% <10%
White 17.97% 17.97% 17.97% 82.62% 88.83% 12.75% 13.32%
Other <10% <10% <10% 69.84% 90.67% 11.71% <10%
Individuals With Disabilities 20.47% 20.47% 20.47% N/P N/P <10% 13.16%
Economically Disadvantaged 15.82% 15.82% 15.82% N/P N/P <10% 13.30%
Single Parents 31.58% 31.58% 31.58% N/P N/P <10% <10%
Displaced Homemakers 73.68% 73.68% 73.68% N/P N/P 29.41% 14.29%
Limited English Proficient 16.30% 16.30% 16.30% N/P N/P 18.42% <10%
Tech-Prep 13.43% 13.43% 13.43% N/P N/P 27.69% 22.22%
LOUISIANA
Adult
Measurement Approach Program Completion Program Completion Program Completion Program Completion Surveys/Placement State/Local State/Local Administrative
Records and Administrative Data Data
Exchanges
42
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators Percent of concentrators Percent of placed Percent of nontraditional Percent of nontraditional
completing a vocational completing a vocational completing a vocational completing a vocational completers retained in enrollees in nontraditional completers of
program. program. program. program. placement status for at programs. nontraditional programs.
least 6 months.
2003-2004 Targets 26.50% 26.50% 26.50% 78.54% 58.55% <10% 11.78%

2003-2004 Results 35.43% 35.43% 35.43% 76.67% 86.06% <10% <10%
Gender - Results
Male 26.00% 26.00% 26.00% 67.76% 82.82% <10% 11.89%

Female 43.99% 43.99% 43.99% 82.14% 87.65% <10% <10%
Unknown Gender <10% <10% <10% N/P N/P <10% N/P
Ethnicity - Results
American Indian 33.33% 33.33% 33.33% 77.78% 91.67% 10.17% 22.22%

Asian 39.02% 39.02% 39.02% 44.83% 83.33% 13.27% 12.50%
Black 34.91% 34.91% 34.91% 75.20% 86.68% <10% <10%
Hispanic 24.44% 24.44% 24.44% 45.45% 85.00% 15.24% 46.67%
White 36.13% 36.13% 36.13% 78.30% 85.70% <10% <10%
Other 19.31% 19.31% 19.31% 45.45% 55.56% <10% <10%
Individuals With Disabilities 24.52% 24.52% 24.52% N/P N/P <10% 14.14%
Economically Disadvantaged 39.77% 39.77% 39.77% N/P N/P <10% <10%
Single Parents 36.97% 36.97% 36.97% N/P N/P <10% <10%
Displaced Homemakers 16.89% 16.89% 16.89% N/P N/P <10% 20.00%
Other Educational Barriers 25.50% 25.50% 25.50% N/P N/P <10% <10%
Limited English Proficient 21.94% 21.94% 21.94% N/P N/P <10% <10%
Nontraditional 22.75% 22.75% 22.75% N/P N/P 85.65% >95%
Tech-Prep 41.36% 41.36% 41.36% N/P N/P 27.08% <10%
MAINE
Secondary
Measurement Approach High School Graduation Vocational/Technical High School Graduation N/P Surveys/Placement State/Local Data State/Local Data
Course Completion Records
43
Measurement Definitions Number of high school Number of high school Number of high school N/P Number of 12th grade Number of males and Number of males and
seniors enrolled in an seniors enrolled in an seniors enrolled in an secondary vocational females enrolled in females who are reported
approved secondary approved secondary approved secondary program participants approved secondary on the Enrollment Form-
vocational program, at vocational program, at vocational program, at reported as both 50% or vocational program that Vocatioinal116 form as
each region and center each region and center each region and center more completers and are nontraditional for their "Completed" or
and statewide, who are and statewide, who are and statewide, who are graduates on end-of-year gender, at each center and "Graduated" from
reported as "Completed reported as "Completed reported as "Completed Enrollment Form- region and statewide, who approved secondary
50% or More" or 50% or More" or 50% or More" or Vocational-116 forms who are reported on the vocational programs that
"Completed" on end-of- "Completed" on end-of- "Completed" on end-of- enroll in postsecondary Enrollment Form- are nontraditional for their
year Enrollment Form- year Enorllment Form year Enrollment Form- education, military Vocational116 forms. gender, at each center and
Vocational (EFV)-116 Vocational-116 forms. Vocational -116 forms. service, or advanced region and statewide.
forms. training within one year,
according to University of
Maine System, Maine
Technical College System,
Maine Department of
Labor, or U.S. Department
of
2003-2004 Targets 90.06% 90.43% 90.06% N/P 60.00% <10% <10%
2003-2004 Results 86.52% 83.56% 86.52% 86.52% 94.90% <10% 13.45%
Gender - Results
Male 85.06% 82.44% 85.06% 85.06% 44.64% <10% <10%

Female 89.14% 85.57% 89.14% 89.14% 55.98% 33.99% 41.48%
Ethnicity - Results
American Indian >95% >95% >95% >95% N/P 13.21% 15.38%

Asian 73.33% 73.33% 73.33% 73.33% N/P 14.81% 28.57%
Black 59.09% 59.09% 59.09% 59.09% N/P 13.33% 30.77%
Hispanic 88.46% 88.46% 88.46% 88.46% N/P 12.50% 30.00%
White 86.82% 83.78% 86.82% 86.82% N/P <10% 13.18%
Individuals With Disabilities 86.32% 86.32% 86.32% 86.32% N/P <10% 11.22%
Single Parents 67.65% 67.65% 67.65% 67.65% N/P 10.81% 25.00%
Displaced Homemakers 84.21% 84.21% 84.21% 84.21% N/P N/P N/P
Other Educational Barriers 73.44% 73.44% 73.44% 73.44% N/P <10% 11.71%
Limited English Proficient >95% >95% >95% >95% N/P <10% N/P
Nontraditional 84.58% 84.58% 84.58% 84.58% N/P <10% 13.45%
Tech-Prep 86.52% 83.56% 86.52% N/P N/P N/P N/P
MAINE
Postsecondary
Measurement Approach High School Graduation Vocational/Technical State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
Course Completion Records
44
Measurement Definitions Students matriculated into Students matriculated into Students matriculated into Maine Technical College Maine Technical College Number of males and Number of males and
postsecondary technical postsecondary technical postsecondary technical System graduates, by System graduates, by females enrolled in an females completing an
education programs education programs education programs program, at each college program, at each college identified nontraditional identified nontraditional
offered by the MTCS, by offered by the MTCS, by offered by the MTCS, by and system-wide, who and system-wide, who program. program.
program, college, and program, college, and program, college, and become employed within become employed within
system-wide, who have system-wide, who have system-wide, who have one year of graduation one year of graduation
successfully met the successfully met the successfully met the and remain employed for and remain employed for
approved academic and approved academic and approved academic and a minimum of two a minimum of three
technical skill technical skill technical skill Unemployment Insurance Unemployment Insurance
requirements of their requirements of their requirements of their System ED-202 wage System ED-202 wage
program and received and program and received and program and received and record quarters (or others record quarters (or others
AAS degree, diploma, or AAS degree, diploma, or AAS degree, diploma, or OVAE-designated time OVAE-designated time
certificate. certificate. certificate. period), based on social period), based on social
security number matches security number matches
with UI ES-202 wage with UI ES-202 wage
record data. record data.
2003-2004 Targets 25.44% 25.44% 25.44% 78.02% 78.02% 12.64% 18.82%
2003-2004 Results 27.09% 27.09% 27.09% 85.40% 85.40% 10.03% 36.07%
Gender - Results
Male 27.82% 27.82% 27.82% N/P N/P <10% 27.08%

Female 27.14% 27.14% 27.14% N/P N/P 12.25% 44.10%
Unknown Gender <10% <10% <10% N/P N/P <10% N/P
Ethnicity Results
American Indian 36.08% 36.08% 36.08% N/P N/P 13.16% N/P

Asian 10.20% 10.20% 10.20% N/P N/P 16.00% N/P
Black 30.30% 30.30% 30.30% N/P N/P 17.24% N/P
Hispanic 36.36% 36.36% 36.36% N/P N/P 17.24% N/P
White 27.88% 27.88% 27.88% N/P N/P <10% N/P
Other 21.73% 21.73% 21.73% N/P N/P 11.35% N/P
Individuals With Disabilities 60.40% 60.40% 60.40% N/P N/P <10% N/P
Economically Disadvantaged 28.09% 28.09% 28.09% N/P N/P <10% N/P
Single Parents 67.01% 67.01% 67.01% N/P N/P 16.08% N/P
Displaced Homemakers 48.67% 48.67% 48.67% N/P N/P 14.53% N/P
Other Educational Barriers 15.22% 15.22% 15.22% N/P N/P 16.18% N/P
Limited English Proficient 28.21% 28.21% 28.21% N/P N/P 16.67% N/P
Nontraditional 43.28% 43.28% 43.28% N/P N/P 54.44% N/P
Tech-Prep 63.36% 63.36% 63.36% N/P N/P <10% 31.82%
MARYLAND
Secondary
Measurement Approach Overall GPA Vocational-Technical GPA High School Graduation N/P Administrative Record State/Local State/Local Administrative
Exchanges Administrative Data Data
45
Measurement Definitions Percent of CTE Percent of CTE Percent of CTE N/P Percent of CTE graduates Percent of Percent of
concentrators who achieve concentrators who achieve concentrators who receive who enter postsecondary underrepresented gender underrepresented gender
an overall GPA of 2.0 or a technical GPA of 2.0 or high school diplomas or education, employment or students among students among completers
higher. higher. certificates. the military, within two participants in of nontraditional CTE
quarters after graduation. nontraditional CTE programs.
programs.
2003-2004 Targets 69.34% 73.32% >95% N/P 78.11% 39.41% 22.61%

2003-2004 Results 73.62% 79.23% >95% N/P 72.83% 39.55% 26.17%
Gender - Results
Male 68.68% 75.24% >95% N/P 70.45% 69.64% 32.19%

Female 78.74% 83.36% >95% N/P 75.00% 11.57% 19.62%
Ethnicity - Results

Asian 84.40% 88.38% >95% N/P 77.90% 46.08% 46.02%
Black 62.94% 73.51% >95% N/P 68.45% 41.08% 27.96%
Hispanic 71.12% 78.16% >95% N/P 65.75% 42.79% 23.20%
White 78.57% 81.74% >95% N/P 44.62% 37.54% 24.43%
Other 75.00% 75.00% >95% N/E 68.79% N/E N/E
Nontraditional 77.07% 80.37% >95% N/P 75.95% 39.55% 88.13%
Tech-Prep 75.40% 80.23% >95% N/P 77.70% 38.43% 29.55%
MARYLAND
Postsecondary
Measurement Approach Overall GPA Overall GPA State/Local Administrative Record Administrative Record State/Local State/Local Administrative
Administrative Data Exchanges Exchanges Administrative Data Data
46
Measurement Definitions Percent of occupational Percent of occupational Percent of first-time, full- Percent of occupational Percent of occupational Percent of Percent of
degree or certificate degree or certificate time students seeking an degree or certificate degree or certificate underrepresented gender underrepresented gender
recipients who achieve an recipients who achieve an occupational degree or recipients who enter recipients who enter students among students among completers
overall GPA of 2.2 or overall GPA of 2.2 or certificate who receive further postsecondary employment within two participants in of nontraditional CTE
higher. higher. one within 3 years. education, employment, quarters after graduation nontraditional CTE programs.
or the military within two and remain employed four programs.
quarters after graduation. quarters after graduation.
2003-2004 Targets 95.00% 95.00% 16.50% 62.24% 90.56% 23.40% 20.41%

2003-2004 Results >95% >95% 12.86% 76.68% 90.11% 21.26% 24.92%
Gender - Results
Male >95% >95% 13.90% 76.87% 89.92% 68.18% 10.00%

Female >95% >95% 11.96% 76.58% 90.21% <10% 33.06%
Ethnicity Results
American Indian 91.67% 91.67% <10% 76.92% 87.50% 23.39% 18.18%

Asian >95% >95% 11.20% 70.70% 83.33% 30.80% 38.53%
Black >95% >95% <10% 76.31% 89.40% 19.66% 30.96%
Hispanic >95% >95% 10.99% 70.25% 86.21% 24.39% 50.00%
White >95% >95% 18.33% 78.20% 90.93% 21.15% 21.03%
Other >95% >95% <10% 67.24% 89.89% 22.60% 27.43%
Individuals With Disabilities >95% >95% 11.76% 77.19% 80.65% 26.04% 50.00%
Economically Disadvantaged >95% >95% 12.38% 80.89% 90.21% 17.64% 21.96%
Limited English Proficient >95% >95% 12.77% 70.13% 81.58% 25.32% 49.12%
Nontraditional >95% >95% 17.46% 76.90% 86.04% 21.26% 82.14%
MASSACHUSETTS
Secondary
Measurement Approach State Academic National/State Standards National/State Standards National/State Standards Surveys/Placement State/Local Administered State/Local Data
Assessment & Assessment & Assessment & Assessment Records Data
47
Measurement Definitions The number of students The number of students The number of students The number of career and The number of career and The number of The number of
who passed Massachusetts who complete a Chapter who complete a Chapter technical education technical education nontraditional students nontraditional students
Comprehensive 74 (vocational-technical) 74 program and receive a students who receive a graduates who are in a enrolled in programs who complete
Assessment System program and receive a Chapter 74 certificate or high school diploma. job, the military, or nontraditional for their nontraditional programs.
(MCAS) for each subject Chapter 74 certificate or who complete a non- postsecondary education 9 gender.
area. who complete a non- Chapter 74 program. months after graduation.
Chapter 74 program.
2003-2004 Targets 30.68% 91.23% 92.73% 88.00% >95% <10% <10%

2003-2004 Results 70.59% 92.42% 92.42% 92.42% >95% 10.88% 10.33%
Gender - Results
Male 71.17% 91.97% 91.97% 91.97% >95% <10% <10%

Female 69.91% 93.01% 93.01% 93.01% >95% 30.27% 27.75%
Unknown Gender 43.48% N/P N/P N/P N/P N/P N/P
Ethnicity - Results
American Indian 69.23% N/P N/P N/P >95% 17.72% <10%

Asian 69.31% N/P N/P N/P >95% 12.16% 12.77%
Black 53.41% N/P N/P N/P 92.83% <10% <10%
Hispanic 49.93% N/P N/P N/P 94.57% 14.82% 14.98%
White 77.24% N/P N/P N/P >95% 10.14% <10%
Other 33.33% N/E N/E N/E N/E N/E <10%
Individuals With Disabilities 45.53% 87.50% 87.50% 87.50% 93.02% N/P N/P
Economically Disadvantaged 57.35% 90.20% 90.20% 90.20% 94.41% N/P N/P
Single Parents 59.26% 92.31% 92.31% 92.31% 81.73% N/P N/P
Limited English Proficient 23.06% 87.66% 87.66% 87.66% 92.84% N/P N/P
Nontraditional 70.04% 90.82% 90.82% 90.82% 94.44% >95% >95%
Tech-Prep 78.84% 92.76% 92.76% 92.76% >95% 14.64% 12.91%
MASSACHUSETTS
Postsecondary
Measurement Approach National/State Academic National/State Academic State/Local Data Surveys/Placement Surveys/Placement State/Local Data State/Local Data
Assessment and Academic Assessment and Course Records Records
Course Completion Completion
48
Measurement Definitions The number of for-credit The number of for-credit The number of full-time, The number of career and The number of career and The number of The number of
courses completed by all courses completed by all first-time matriculated technical education technical education nontraditional students nontraditional students
matriculated career and matriculated career and students who completed a graduates who are in a graduates who are in a enrolled in programs who complete
technical students. technical students. career and technical job, the military, or further job, the military, or further nontraditional for their nontraditional programs.
associate degree or education 9 months after education 9 months after gender.
certificate program within graduation. graduation.
four years.
2003-2004 Targets 76.47% 76.47% 44.40% 90.31% 90.31% 10.23% <10%

2003-2004 Results 78.76% 78.76% 43.37% >95% >95% 14.22% 11.87%
Gender - Results
Male 75.17% 75.17% 41.08% >95% >95% 18.20% 19.54%

Female 81.39% 81.39% 48.79% 94.71% 94.71% 13.41% <10%
Unknown Gender 77.97% 77.97% 22.31% 92.59% 92.59% <10% <10%
Ethnicity Results
American Indian 79.69% 79.69% 37.50% >95% >95% 15.38% 16.67%

Asian 79.06% 79.06% 33.65% >95% >95% 17.91% 23.53%
Black 74.30% 74.30% 35.13% >95% >95% 19.84% 16.61%
Hispanic 70.83% 70.83% 33.77% 93.00% 93.00% 18.63% 12.99%
White 79.66% 79.66% 49.39% >95% >95% 13.42% 10.89%
Other 83.25% 83.25% 24.61% 92.59% 92.59% <10% <10%
Nontraditional 75.87% 75.87% 49.85% 94.28% 94.28% >95% >95%
Tech-Prep 73.54% 73.54% 45.45% >95% >95% 14.16% <10%
MICHIGAN
Secondary
Measurement Approach State Academic Vocational/Technical GPA State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
Assessment Records
49
Measurement Definitions The number of 10th Number of 11th and 12th Number of CTE program N/P The number of 12th grade The number of grade 9 The number of grade 9 and
through 12th grade CTE grade CTE program concentrators who program completers who and above female and above female and male
program concentrators concentrators who left received a secondary graduated the previous male students enrolled in students who completed an
who took all Michigan school and obtained a school diploma or its year and are in an occupational program occupational program
Educational Assessment GPA of 2.0 or better. recognized state postsecondary education determined to be determined to be
Program tests and attained equivalent. or advanced training, nontraditional for their nontraditional for their
an endorsement status of employment, and/or gender. gender.
at least a Level 3 (basic) military service.
on four of the tests.
2003-2004 Targets 61.01% 86.65% >95% N/P 94.50% 31.60% 28.30%

2003-2004 Results 68.12% 87.75% >95% N/P 94.82% 35.32% 32.73%
Gender - Results
Male 69.23% 85.79% >95% N/P >95% 53.31% 50.72%

Female 66.84% 90.16% >95% N/P 94.25% 11.83% 10.63%
Ethnicity - Results

Asian 69.43% 89.54% >95% N/P >95% 42.73% 42.54%
Black 42.38% 80.87% >95% N/P 90.61% 38.13% 33.39%
Hispanic 53.83% 83.56% >95% N/P 93.77% 34.00% 30.35%
White 72.07% 88.92% >95% N/P >95% 34.58% 32.51%
Displaced Homemakers N/P 50.00% >95% N/P >95% 20.69% 31.58%
Limited English Proficient 36.34% 85.36% >95% N/P >95% 35.68% 30.60%
Nontraditional 76.08% 84.97% >95% N/P >95% >95% >95%
Tech-Prep 70.69% 87.73% >95% N/P >95% 38.18% 34.96%
MICHIGAN
Postsecondary
Measurement Approach Academic GPA Vocational/Technical State/Local Data Surveys/Placement Surveys/Placement State/Local Data State/Local Data
Course Records Records
50
Measurement Definitions Number of successful Number of successful Number of students that Number of occupational Total number who Number of men enrolled Number of men who
course completions in course completions in received an occupational completers who received responded as still being in programs considered received an award in
academic courses by occupational courses by award. an award (and responded employed three months nontraditional for men + programs considered
occupational students. occupation students. to the survey) the prior later. number of women nontraditional for men +
year and either enrolled in programs number of women who
transferred, were considered nontraditional received an award in
employed, or entered for women (based on NLS programs considered
military. and some program data). nontraditional for women
(based on NLS, some
program data, and input
colleges projected number
of students).
2003-2004 Targets 79.22% 85.60% 17.55% 91.01% 88.73% 18.74% 14.00%

2003-2004 Results 79.54% 83.27% 17.88% >95% >95% 18.18% 14.62%
Gender - Results
Male 79.54% 83.27% N/P >95% >95% 19.61% 17.00%

Female 79.54% 83.27% N/P >95% >95% 17.18% 13.29%
Unknown Gender N/P N/P 17.88% N/P N/P N/P N/P
Ethnicity Results
American Indian N/P N/P N/P N/P N/P 18.60% N/P

Asian N/P N/P N/P N/P N/P 22.91% N/P
Black N/P N/P N/P N/P N/P 22.76% N/P
Hispanic N/P N/P N/P N/P N/P 20.42% N/P
White N/P N/P N/P N/P N/P 16.88% N/P
Other 79.54% 83.27% 17.88% >95% >95% 20.76% 14.62%
Single Parents 74.82% 82.09% 33.02% 92.63% >95% 21.51% 17.09%
Displaced Homemakers 52.76% 77.78% 60.00% 94.12% 66.67% 10.90% <10%
Other Educational Barriers 72.39% 75.41% 21.83% 94.01% >95% 17.02% 13.64%
Limited English Proficient 80.62% 83.61% <10% 94.12% 90.00% 25.49% 25.27%
Nontraditional 77.15% 76.02% 34.38% 85.90% >95% >95% 94.76%
MINNESOTA
Secondary
Measurement Approach State Academic Vocational/Technical State/Local Data N/P State Surveys State/Local Data State/Local Data
Assessment Course Completion
51
Measurement Definitions The number of CTE The number of CTE The number of CTE N/P The number of CTE The number of The number of completers
concentrators, grade 12, concentrators who have completers who have completers with positive participants from from underrepresented
who have passed the basic completed high school passed all requirements Minnesota State Colleges underrepresented gender gender groups who have
requirement tests of math, requirements. for graduation. and Universities groups who have enrolled completed identified
reading, and writing. (MnSCU) match and CTE in identified nontraditional CTE
completers responding to nontraditional CTE programs.
further education, programs.
military, or employment
on self-report survey.
2003-2004 Targets 90.63% 56.00% 90.63% N/P 75.50% 23.00% 17.58%

2003-2004 Results 84.51% 87.61% 81.07% N/P >95% 36.65% 35.54%
Gender - Results
Male 84.35% 88.68% 78.97% N/P >95% 50.01% 48.43%

Female 84.70% 86.40% 83.47% N/P >95% 19.69% 19.87%
Unknown Gender N/P N/P N/P N/P 49.32% N/P N/P
Ethnicity - Results

Asian 77.88% 88.80% 67.48% N/P 91.93% 43.99% 43.56%
Black 54.44% 84.71% 48.92% N/P 82.80% 42.19% 41.27%
Hispanic 65.90% 85.23% 60.83% N/P 93.42% 39.75% 37.39%
White 88.28% 87.93% 85.76% N/P >95% 34.99% 34.26%
Other N/E N/E N/E N/E 87.94% N/E N/E
Economically Disadvantaged 71.71% 87.00% 62.48% N/P N/P 45.50% 46.37%
Displaced Homemakers 75.00% >95% >95% N/P N/P 40.00% 66.67%
Limited English Proficient 56.43% 87.14% 52.63% N/P N/P 54.36% 58.44%
Tech-Prep 85.65% N/P 83.95% N/P N/P 42.58% 41.15%
MINNESOTA
Postsecondary
Measurement Approach Program Completion Program Completion Program Completion State Surveys Administrative Record State/Local Data State/Local Data
Exchanges
52
Measurement Definitions Number of vocational Number of vocational Number of vocational Number of vocational Number of vocational Number of vocational Number of vocational
concentrators who have concentrators who have concentrators who have completers reporting completers identified as participants in concentrators in
met program defined met program defined met program defined related placement, employed within underrepresented gender underrepresented gender
standards (for certificates, standards (for certificates, standards (for certificates, unrelated placement, Unemployment Insurance groups who participated in groups who received a
diplomas, or AAS or AS diplomas, or AAS or AS diplomas, or AAS or AS continued education, or wage detail records, 3rd a nontraditional certificate, diploma, or
degrees) and have degrees) and have degrees) and have military placement in Quarter and 4th Quarter vocational program during AAS or AS degree in a
completed their program completed their program completed their program reporting year. after placement reporting reporting year. nontraditional program
in the reporting year. in the reporting year. in the reporting year. period. area in the reporting year.
2003-2004 Targets 24.00% 24.00% 24.00% 86.00% 80.00% 21.00% 16.70%

2003-2004 Results 31.18% 31.18% 31.18% >95% 93.40% 22.05% 17.70%
Gender - Results
Male 30.05% 30.05% 30.05% >95% 92.36% 33.33% 25.30%

Female 32.21% 32.20% 32.21% >95% 94.28% 12.87% 11.54%
Unknown Gender 30.39% 30.39% 30.39% >95% 91.03% N/P N/P
Ethnicity Results
American Indian 29.96% 29.96% 29.96% 91.82% 94.38% 20.82% 13.61%

Asian 27.59% 27.59% 27.59% 91.82% 91.86% 28.19% 25.99%
Black 28.62% 28.62% 28.62% 92.73% 93.77% 33.39% 24.20%
Hispanic 33.03% 33.03% 33.03% 93.80% 93.33% 24.80% 24.14%
White 29.92% 29.92% 29.92% >95% 93.45% 20.24% 16.62%
Other 42.41% 42.41% 42.41% >95% 93.21% 23.55% 18.00%
Single Parents 29.79% 29.79% 29.79% >95% 91.95% 16.69% 11.93%
Nontraditional 29.07% 29.07% 29.07% >95% 91.67% 22.05% 17.70%
MISSISSIPPI
Secondary
Measurement Approach State Academic State Academic State Academic N/P Surveys/Placement State/Local State/Local Administrative
Assessment Assessment Assessment Records and Administrative Data Data
Exchanges
53
Measurement Definitions Percent of completers who Percent of concentrators Percent of completers who N/P Percent of Percent of nontraditional Percent of nontraditional
passed the Functional eligible to graduate who passed the Functional completer/graduates who participants in completers of
Literacy Exam. attain a given level on Literacy Exam. were placed in nontraditional programs. nontraditional programs.
exams/test/profiles. employment, advanced
education, or the military.
2003-2004 Targets 90.18% 49.88% 90.18% N/P 62.65% 14.93% 15.18%

2003-2004 Results >95% 61.17% >95% N/P 87.06% 16.52% 14.03%
Gender - Results
Male >95% 68.61% 94.06% N/P 85.72% 11.50% 12.56%

Female >95% 55.33% >95% N/P 88.21% 22.63% 15.76%
Ethnicity - Results
American Indian N/P N/P >95% N/P N/P <10% N/P

Asian >95% 66.67% 93.02% N/P 71.43% 18.81% <10%
Black >95% 46.76% 94.95% N/P 83.79% 17.45% 15.30%
Hispanic >95% 66.67% >95% N/P 76.47% 13.27% <10%
White >95% 75.09% >95% N/P 89.99% 15.61% 12.92%
Individuals With Disabilities >95% 32.76% 91.16% N/P 77.52% 10.55% <10%
Economically Disadvantaged >95% 54.01% >95% N/P 85.35% 16.44% 13.91%
Single Parents >95% 45.00% >95% N/P 81.13% 15.35% <10%
Displaced Homemakers >95% N/P >95% N/P >95% 57.14% 33.33%
Limited English Proficient >95% >95% >95% N/P >95% 16.13% N/P
Nontraditional >95% 58.16% 94.97% N/P 84.76% >95% >95%
Tech-Prep >95% 62.35% >95% N/P 89.06% 14.61% 13.30%
MISSISSIPPI
Postsecondary
Measurement Approach State/Local State/Local State/Local Surveys/Placement Surveys/Placement State/Local State/Local Administrative
Administrative Data Administrative Data Administrative Data Records and Records and Administrative Data Data
Administrative Record Administrative Record
Exchanges Exchanges
54
Measurement Definitions Percent of eligible Percent of eligible Percent of concentrators Percent of Percent of placements in Percent of nontraditional Percent of nontraditional
completers who attain a concentrators who attain a that graduate. concentrator/graduates employment, advanced participants in completers of
given level on the ACT given level on who were placed in education, or the military nontraditional programs. nontraditional programs.
Work Keys assessment. exams/test/profiles. employment, advanced who remained there for a
education, or the military. minimum of six months.
2003-2004 Targets 55.53% 49.86% 43.98% 62.15% 30.50% 11.27% 10.78%

2003-2004 Results 89.27% 94.56% 48.88% 77.97% 84.88% 10.94% <10%
Gender - Results
Male 85.96% 93.86% 47.94% 77.58% N/P 13.33% <10%

Female 91.39% >95% 49.56% 78.24% N/P <10% <10%
Ethnicity Results
American Indian 69.23% >95% 28.30% 73.33% N/P 10.34% <10%

Asian 95.00% >95% 44.44% 50.00% N/P 25.93% 10.00%
Black 80.18% 90.48% 48.72% 78.19% N/P 10.24% <10%
Hispanic 90.00% >95% 37.84% 50.00% N/P 16.36% <10%
White >95% >95% 49.92% 79.01% N/P 11.23% <10%
Other 13.85% >95% 36.33% 43.82% N/P 14.94% <10%
Individuals With Disabilities 78.82% 90.38% 46.61% 75.21% N/P 11.36% <10%
Economically Disadvantaged 86.64% 93.55% 47.14% 73.78% N/P 10.52% <10%
Single Parents 87.65% 93.94% 50.24% 74.33% N/P <10% <10%
Displaced Homemakers 93.86% >95% 59.92% 83.78% N/P <10% <10%
Limited English Proficient 77.14% >95% 43.01% 65.00% N/P <10% N/P
Nontraditional 94.18% >95% 39.64% 64.61% N/P 70.51% 58.27%
Tech-Prep 79.03% 92.17% 48.85% 82.49% N/P <10% <10%
MISSOURI
Secondary
Measurement Approach State Academic National/State Standards State/Local Data State-Approved Local Surveys/Placement State/Local Data State/Local Data
Assessment & Local Assessment Standards & Assessment Records
55
Measurement Definitions Percent of concentrators Percent of concentrators Percent of completers. Percent of completers that Percent of completers Percent of Percent of
scoring in the top 3 levels mastering 80% of the receive a national, state, placed in postsecondary underrepresented underrepresented
of achievement on the state-approved and/or or local credential. education or advanced secondary vocational secondary vocational
MO Assessment Program. locally adopted identified training, military or students participating in participants completing
competencies. employment. nontraditional vocational nontraditional vocational
programs. programs.
2003-2004 Targets 50.19% 88.25% 81.59% 24.00% 90.21% 32.10% 20.95%

2003-2004 Results 45.85% 88.19% 93.72% 34.21% 93.67% 26.84% 24.97%
Gender - Results
Male 43.89% 87.60% 93.09% 32.05% 93.66% 25.12% 25.86%

Female 48.89% 89.12% 94.60% 37.18% 93.67% 29.70% 23.69%
Ethnicity - Results
American Indian 37.61% 82.09% >95% 40.00% 90.32% 27.71% 34.78%

Asian 55.12% 85.89% 93.75% 27.62% 88.62% 41.63% 39.71%
Black 27.52% 80.48% 92.00% 18.23% 88.93% 33.98% 32.31%
Hispanic 39.49% 82.54% 90.77% 32.20% 89.60% 28.13% 27.27%
White 48.04% 88.73% 94.02% 36.68% 94.59% 25.73% 23.86%
Other 62.86% 72.22% 94.74% 25.00% >95% 35.14% 37.29%
Single Parents 40.58% 83.33% 88.32% 28.16% 85.11% 26.84% 27.18%
Displaced Homemakers N/P >95% >95% N/P N/P >95% >95%
Tech-Prep 44.33% 86.77% 93.57% 40.32% 90.88% 21.97% 22.41%
MISSOURI
Postsecondary
Retention
Degree/Credential Placement Participation Completion
Measurement Approach National/State Academic National/State Standards State/Local Data Surveys/Placement Administrative Record State/Local Data State/Local Data
Assessment & Local Assessment Records Exchanges
56
Measurement Definitions Percent of concentrators Percent of concentrators Percent of completers. Percent of completers Percent of concentrators Percent of Percent of
scoring at or above the mastering 80% of the placed in postsecondary retained in employment underrepresented underrepresented
50th percentile on a state-approved and/or education or advanced one year after placement. postsecondary students postsecondary students
nationally normed or locally adopted identified training, military or participating in completing nontraditional
averaged academic competencies. employment. nontraditional vocational vocational programs.
assessment (Consistent programs.
with CBHE academic
reporting requirements for
all postsecondary
institutions in the state).
2003-2004 Targets 74.17% 94.02% 88.59% 86.99% 86.49% 34.09% 18.70%

2003-2004 Results 82.06% 92.11% 83.84% 85.66% 92.75% 31.27% 18.68%
Gender - Results
Male 80.16% 91.60% 80.27% 85.36% 92.12% 47.42% 28.79%

Female 83.18% 92.42% 86.01% 85.84% 93.09% 18.55% 12.67%
Ethnicity Results
American Indian 88.89% 87.50% 65.71% 84.38% 87.50% 35.79% 26.56%

Asian 68.97% >95% 88.71% 80.00% 92.68% 30.83% 26.56%
Black 64.86% 91.44% 88.22% 75.41% 93.30% 38.89% 18.21%
Hispanic 71.57% 91.30% 76.06% 81.40% 93.88% 30.48% 41.46%
White 84.05% 91.20% 83.62% 86.68% 92.81% 56.88% 18.19%
Other 83.23% 93.73% 85.40% 80.52% 92.45% 40.93% 25.71%
Single Parents 77.78% 93.00% 77.45% 77.78% 91.47% 21.82% 18.07%
Displaced Homemakers 73.47% >95% 73.03% 63.64% 88.00% 35.77% 31.82%
Limited English Proficient 53.66% >95% 78.70% 77.05% >95% 34.94% 29.41%
Nontraditional 80.70% 91.70% 83.71% 77.81% 92.51% 47.23% 56.01%
Tech-Prep 84.90% 94.59% 88.54% 91.99% N/P 25.54% 14.20%
MONTANA
Secondary
Measurement Approach State/Local Data State/Local Data State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
Records
57
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational N/P Percent of vocational Percent of participants of Percent of nontraditional
concentrators who concentrators who concentrators who concentrators in Montana the underrepresented vocational concentrators
attained a high school attained a high school attained a high school who were placed in gender in programs who attained a high school
diploma in Montana. diploma in Montana. diploma in Montana. postsecondary education defined as nontraditional. diploma in Montana.
or advanced training,
employment, and/or
military service within 6
months of graduation.
2003-2004 Targets 93.71% 93.71% 93.71% N/P 85.55% 16.29% 14.78%

2003-2004 Results >95% >95% >95% N/P >95% 21.67% <10%
Gender - Results
Male >95% >95% >95% N/P >95% 20.12% <10%

Female >95% >95% >95% N/P 94.71% 24.42% 14.45%
Ethnicity - Results

Other >95% >95% >95% N/P >95% 21.67% <10%
Tech-Prep >95% >95% >95% N/P >95% N/P <10%
MONTANA
Postsecondary
Measurement Approach Overall GPA State/Local Data State/Local Data Administrative Record Administrative Record State/Local Data State/Local Data
Exchanges Exchanges
58
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators Percent of completers Percent of completers Percent of enrolled Percent of enrolled
attaining a 2.0 cumulative completing postsecondary completing postsecondary placed in employment, the placed in employment that students of the students of the
GPA. degree or certificate degree or certificate military or further were retained in the underrepresented gender underrepresented gender in
within 3 years. within 3 years. postsecondary education. following quarter. in programs defined as programs defined as
nontraditional. nontraditional who
complete a postsecondary
degree or certificate within
3 years.
2003-2004 Targets 78.26% 40.16% 40.16% 68.81% 88.33% 14.96% 12.90%

2003-2004 Results 85.59% 29.60% 29.60% 80.26% 88.36% 15.23% 11.87%
Gender - Results
Male 82.05% 27.84% 27.84% 76.86% 86.94% 23.44% 15.52%

Female 88.19% 31.20% 31.20% 82.94% 89.34% <10% <10%
Ethnicity Results
American Indian 73.57% 18.51% 18.51% 62.26% 81.08% 16.70% <10%

Asian 86.11% 30.00% 30.00% 66.67% 66.67% 14.81% 50.00%
Black 81.82% 11.76% 11.76% >95% >95% 21.43% 50.00%
Hispanic 81.25% 25.53% 25.53% 72.73% 85.71% 19.18% 22.22%
White 87.94% 35.46% 35.46% 83.35% 89.08% 13.76% 12.10%
Other 85.24% 19.05% 19.05% 74.77% 92.16% 19.44% <10%
Individuals With Disabilities 87.42% 29.29% 29.29% 74.77% 82.43% 17.90% <10%
Single Parents 87.62% 32.51% 32.51% 85.59% 83.13% 12.56% <10%
Other Educational Barriers 83.48% 29.27% 29.27% 84.21% 84.77% 14.70% <10%
Limited English Proficient 86.21% 44.00% 44.00% 76.92% 62.50% <10% N/P
Nontraditional 82.92% 24.70% 24.70% 83.13% 82.61% >95% >95%
Tech-Prep >95% 40.00% 40.00% 84.38% 88.89% <10% 23.53%
NEBRASKA
Secondary
Measurement Approach State Academic Local Standards & State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
Assessment and Academic Assessment and Records
GPA Vocational/Technical GPA
59
Measurement Definitions Percent of students Percent of students Percent of seniors N/P Percent of students Percent of nontraditional Percent of nontraditional
concentrating in concentrating in concentrating in included in the students who concentrated students who complete
vocational education and vocational education who vocational education who denominator who, within in programs leading to programs leading to
who meet academic attained program defined graduated from high one year of graduation, occupations that are occupations that are
standards. and validated vocational- school. are enrolled in determined to be determined to be
technical skills. documented nontraditional. nontraditional.
postsecondary programs,
advanced training, in the
military or are employed.
2003-2004 Targets 66.00% 72.90% 90.63% N/P 90.71% 16.00% 17.00%

2003-2004 Results 68.89% 82.81% >95% N/P >95% 21.36% 21.39%
Gender - Results
Male 65.69% 80.62% >95% N/P >95% 16.32% 16.31%

Female 73.07% 85.68% >95% N/P >95% 28.66% 28.59%
Ethnicity - Results

Asian 74.19% 81.45% 90.32% N/P 50.77% 19.44% 15.94%
Black 48.87% 68.81% >95% N/P 64.01% 23.24% 24.16%
Hispanic 47.54% 67.24% 94.86% N/P 61.25% 19.39% 19.36%
White 70.06% 84.13% >95% N/P >95% 21.43% 22.51%
Other 50.00% 50.00% >95% N/P <10% N/P N/P
Displaced Homemakers 62.50% 87.50% >95% N/P 31.43% N/P N/P
Other Educational Barriers 29.68% 60.00% 83.23% N/P 48.53% 18.82% <10%
Tech-Prep 68.64% 83.26% >95% N/P 87.92% 22.65% 24.07%
NEBRASKA
Postsecondary
Measurement Approach Academic GPA National/State Standards State/Local Data Surveys/Placement Surveys/Placement State/Local Data State/Local Data
& Local Assessment and Records & Administrative Records & Administrative
Local Standards & Record Exchanges Record Exchanges
Assessment
60
Measurement Definitions Percent of students who Percent of students Percent of students, who Percent of students who Percent of postsecondary Percent of nontraditional Percent of nontraditional
have concentrated in a concentrating in a attain an associate degree, attained an associate students placed for students in programs students who complete
program leading to a program leading to a credential, or certificate. degree or certificate who employment who remain leading to occupations programs leading to
certificate or associate certificate or associate were employed, entered employed for one year. that are determined to be occupations that are
degree will meet program degree who attained the military, or advanced nontraditional. determined to be
defined that academic program defined and training one year after nontraditional.
standards. industry validated graduation.
vocational-technical
skills.
2003-2004 Targets 80.00% 91.30% 42.00% 90.72% 94.70% 23.50% 24.00%

2003-2004 Results 91.40% 90.97% 29.87% 88.50% >95% 13.30% 14.72%
Gender - Results
Male 90.31% 89.96% 31.84% 88.40% >95% <10% <10%

Female 92.38% 91.88% 28.14% 83.32% >95% 17.64% 19.82%
Unknown Gender <10% <10% <10% 92.89% N/P N/P N/P
Ethnicity Results
American Indian 92.00% 90.67% 21.33% 58.33% 90.91% <10% 25.00%

Asian 90.46% 88.38% 24.48% 81.25% >95% 13.93% 10.00%
Black 92.17% 89.89% 20.39% 89.09% 89.74% 17.00% 25.00%
Hispanic 85.82% 88.14% 21.65% 67.92% >95% 14.49% 10.81%
White 91.75% 91.22% 30.85% 87.36% >95% 13.12% 13.81%
Other 80.82% 88.13% 26.48% 46.27% 93.94% 12.71% 11.11%
Single Parents 90.91% 90.91% 26.09% 60.94% 92.86% 16.92% 15.15%
Other Educational Barriers 87.75% 87.42% 24.70% 88.46% 85.00% <10% 14.70%
Limited English Proficient 75.00% 81.82% 18.18% >95% >95% 11.76% N/P
Nontraditional 89.64% 78.26% 25.70% 92.71% 93.41% 18.03% 15.08%
Tech-Prep 90.31% 88.06% 28.49% 94.87% >95% 14.57% 10.28%
NEVADA
Secondary
Measurement Approach State Academic Vocational/Technical State/Local Data Vocational/Technical Surveys/Placement State/Local Data State/Local Data
Assessment Course Completion Education Course Records
61
Measurement Definitions Percent of 12th grade Percent of occupational Percent of 12th grade Percent of high school Percent of 12th grade Percent of students in Percent of students in
occupational students who program completers who occupational students who graduates of terminal occupational program underrepresented gender underrepresented gender
are included in the official receive a grade of “A” or are included in the official courses that received a completers who are placed groups who were included groups who receive a “D”
enrollment counts of “B” in the final semester enrollment counts of standard, advanced, or in one of the eligible in the official enrollment or higher in terminal
terminal courses who have of their terminal course(s). terminal courses who adjusted diploma that placement categories counts of courses courses that have been
passed all portions of the receive a standard high demonstrate at least 80% within 6 months of the identified as leading to identified as leading to
Nevada High School school diploma or an of the competencies of completion of the school nontraditional nontraditional employment
Proficiency Examination adjusted diploma by certificate skills. year. employment. for that gender.
by August 31 following August 31 following the
the completion of the completion of the current
reporting school year. reporting school year.
2003-2004 Targets 89.25% 78.57% 83.25% 81.00% 94.00% 14.67% 18.20%

2003-2004 Results 89.35% 77.55% 89.09% 80.24% >95% 23.60% 21.69%
Gender - Results
Male 89.66% 75.92% 89.28% 80.56% >95% 19.83% 20.31%

Female 88.94% 79.96% 88.83% 79.81% >95% 23.89% 21.84%
Ethnicity - Results
American Indian 81.48% 58.57% 81.48% 57.14% >95% 24.77% 23.91%

Asian 93.65% 85.57% 90.48% 84.97% >95% 28.62% 28.57%
Black 78.31% 64.73% 81.93% 65.44% >95% 32.49% 35.62%
Hispanic 86.65% 68.56% 87.50% 72.80% >95% 20.07% 19.83%
White 91.12% 80.62% 90.42% 83.87% >95% 23.28% 20.77%
Economically Disadvantaged 78.99% 66.80% 86.55% 79.35% >95% 19.14% <10%
Other Educational Barriers 77.01% 62.89% 71.26% 72.07% >95% 19.52% 10.69%
Limited English Proficient 66.27% 68.89% 73.49% 73.68% >95% 13.82% 13.79%
Nontraditional 93.33% 85.15% 92.50% 82.81% >95% >95% >95%
Tech-Prep 88.82% 75.41% 88.55% 77.37% >95% 18.82% 20.42%
NEVADA
Postsecondary
Measurement Approach Overall GPA Vocational/Technical GPA State/Local Data State/Local Data Surveys/Placement State/Local Data State/Local Data
Records
62
Measurement Definitions Percent of students in the Percent of students in the Percent of students in the Percent of occupational Percent of occupational Percent of students in Percent of students in
occupational cohort who occupational cohort who occupational cohort who certificate and degree certificate and degree underrepresented gender underrepresented groups
have an overall grade have a grade point attain a Certificate of recipients who are placed recipients who indicate groups enrolled in who attain a Certificate of
point average at or above average at or above 3.0 in Achievement or an in one of the eligible that they are in one of the nontraditional programs Achievement or an
3.0. their occupational courses. Associate of Applied placement categories eligible placement during the fall semester of Associate of Applied
Science Degree by the end within 6 months of the categories after at least the reporting year. Science Degree in
of the fourth year completion of the school one year of completing nontraditional areas during
following the cohort year. the first postsecondary the fall, spring, or summer
establishment. placement survey. semesters of the reporting
year.
2003-2004 Targets 61.95% 71.62% 10.95% >95% 82.00% 35.03% 17.95%

2003-2004 Results 59.66% 71.15% 15.69% >95% 83.54% 35.59% 15.85%
Gender - Results
Male 54.06% 63.87% 13.73% >95% 86.50% 16.34% 26.24%

Female 65.27% 78.43% 17.65% >95% 81.75% 59.52% <10%
Unknown Gender N/P N/P N/P N/P N/P <10% <10%
Ethnicity Results
American Indian 46.67% 66.67% <10% >95% 84.00% 38.65% 22.58%

Asian 63.64% 72.73% 23.38% >95% 88.14% 37.42% 12.68%
Black 54.55% 75.00% <10% >95% 83.84% 37.61% <10%
Hispanic 51.90% 62.03% 16.46% >95% 92.05% 33.86% 14.37%
White 61.16% 71.88% 15.40% >95% 82.31% 35.86% 18.24%
Other 60.78% 74.51% 15.69% >95% 79.14% 30.95% 12.12%
Individuals With Disabilities 50.00% 50.00% 25.00% >95% 73.53% 35.46% 12.50%
Limited English Proficient 75.76% 78.79% 45.45% >95% 85.71% 52.77% 12.12%
Nontraditional 59.02% 71.80% 19.34% >95% 78.32% 86.21% >95%
Tech-Prep 41.86% 57.89% 13.95% >95% 91.53% 32.99% <10%
NEW HAMPSHIRE
Secondary
Measurement Approach State Academic Local Standards & State/Local Data Vocational/Technical Surveys State/Local Data State/Local Data
Assessment Assessment Education Program
Completion
63
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Number of 12th grade Percent of vocational Percent of vocational Percent of vocational
concentrators who assess concentrators who attain concentrators who are concentrators who have concentrators who participants who enrolled concentrators enrolled in
as proficient or advanced 90% or more of an LEA- high school seniors who attained a high school completed secondary in a program the final year of vocational
on the NH Educational established, industry receive a secondary diploma or its equivalent vocational education nontraditional for their programs nontraditional
Improvement and validated set of vocational diploma or a GED within and have completed career programs and left gender during the for their gender who
Assessment Program competencies and have the reporting period. and technical education secondary education in the reporting period. complete the program
(NHEIAP) 10th grade left their program within program requirements in reporting period and who during the reporting
exam. the reporting period. the reporting year. were either enrolled in period.
further education and/or
employment (including
military service) within
six months of receiving a
high school diploma or its
equivalent.
2003-2004 Targets <10% 68.15% 91.09% N/P 90.23% 26.38% 22.29%

2003-2004 Results 17.93% 78.75% 91.81% 87.25% >95% 27.35% 22.40%
Gender - Results
Male 16.77% 77.64% 90.54% 85.96% >95% 28.32% 25.51%

Female 19.55% 80.23% 93.63% 89.09% >95% 25.97% 17.91%
Ethnicity - Results
American Indian <10% 86.67% 72.22% 72.22% >95% 24.00% <10%

Asian 29.63% 75.00% 93.75% 81.25% 94.12% 33.33% 38.10%
Black <10% 60.00% 78.26% 78.26% >95% 29.36% 37.50%
Hispanic <10% 75.00% 86.05% 88.37% >95% 23.37% 31.58%
White 18.14% 78.96% 92.13% 87.48% >95% 27.38% 22.02%
Individuals With Disabilities <10% 70.60% 89.75% 87.67% >95% 23.92% 22.43%
Single Parents <10% 69.23% 70.59% 70.59% >95% 13.64% <10%
Displaced Homemakers N/P >95% 50.00% 50.00% N/P 50.00% >95%
Limited English Proficient <10% 61.54% 78.57% 78.57% >95% 12.77% 18.18%
Nontraditional 21.59% 78.93% 90.64% 85.87% >95% >95% >95%
Tech-Prep 18.01% 79.44% 91.52% 86.79% >95% 21.62% 20.33%
NEW HAMPSHIRE
Postsecondary
Measurement Approach Program Completion Program Completion Program Completion Surveys/Placement Surveys/Placement State/Local Data State/Local Data
Records Records
64
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Percent of students who Percent of students who Percent of vocational Percent of vocational
concentrators who concentrators who concentrators who complete a Perkins- complete a Perkins- participants enrolled in concentrators enrolled in a
matriculated in 1995 and matriculated in 1995 and matriculated in 1995 and eligible postsecondary eligible postsecondary programs that are program nontraditional for
graduated on or before graduated on or before graduated on or before program in the reporting program in the reporting nontraditional for their their gender who complete
July 2000. July 2000. July 2000. period and who were period and who were gender during the the program during the
placed in further placed in further reporting period. reporting year.
postsecondary education, postsecondary education,
advanced training, advanced training,
employment, and/or the employment, and/or the
military within six months military within twelve
of ending participation in months of ending
the program. participation in the
program.
2003-2004 Targets 56.24% 56.24% 56.24% 91.72% 67.90% 28.97% 18.57%

2003-2004 Results 60.07% 60.07% 60.07% 94.02% 92.90% 21.67% 18.75%
Gender - Results
Male 58.21% 58.21% 58.21% 93.87% 92.25% 28.18% 21.83%

Female 61.69% 61.69% 61.69% 94.13% 94.20% 16.22% 16.19%
Ethnicity Results

Asian 54.55% 54.55% 54.55% 75.00% N/P 24.47% 41.18%
Black 47.62% 47.62% 47.62% 83.33% N/P 30.30% 40.00%
Hispanic 58.33% 58.33% 58.33% 33.33% N/P 30.91% 21.43%
White 62.07% 62.07% 62.07% >95% 93.26% 21.69% 18.88%
Other 50.26% 50.26% 50.26% 92.16% 93.28% 20.11% 16.14%
Individuals With Disabilities 61.32% 61.32% 61.32% 92.31% N/P 18.32% 42.28%
Single Parents 63.35% 63.35% 63.35% >95% N/P 17.52% 14.62%
Displaced Homemakers 79.07% 79.07% 79.07% >95% N/P 17.86% 12.90%
Other Educational Barriers N/P N/P N/P 85.71% N/P 33.33% N/P
Nontraditional 59.17% 59.17% 59.17% 94.96% N/P >95% >95%
Tech-Prep N/P N/P N/P >95% N/P 11.16% N/P
NEW JERSEY
Secondary
Measurement Approach State Academic National/State Standards High School Graduation National/State Standards Administrative Record State/Local State/Local Administrative
Assessment & Assessment & Assessment Exchanges Administrative Data Data
65
Measurement Definitions Percent of exiting Percent who passed of Percent of exiting Percent of exiting Percent of vocational Percent of Percent of
vocational concentrators those exiting vocational vocational concentrators vocational concentrators concentrator graduates underrepresented gender underrepresented gender
who passed the statewide concentrators who sat for who attained a secondary who attained a proficiency who were placed in students among students among completers
High School Proficiency a state or national diploma or its recognized credential in conjunction postsecondary education participants in of nontraditional
Assessment. licensure, certification, or state equivalent. with a secondary diploma or advanced training, nontraditional programs. programs.
competency exam. or its recognized state employment, or military
equivalent. service.
2003-2004 Targets 86.07% 83.70% 83.27% 70.50% 63.25% <10% <10%

2003-2004 Results 93.05% 90.52% >95% 92.73% 81.95% 15.36% 13.46%
Gender - Results
Male 93.68% 89.50% >95% 91.87% 80.91% <10% <10%

Female 92.41% 91.56% >95% 93.64% 83.07% 29.33% 22.66%
Unknown Gender N/P N/P N/P N/P >95% N/P N/P
Ethnicity - Results
American Indian 80.93% 94.74% >95% >95% 69.90% 25.28% 25.58%

Asian 92.35% 91.79% >95% >95% 73.81% 33.92% 31.21%
Black 88.19% 88.12% >95% 89.52% 78.10% 16.48% 12.09%
Hispanic 88.25% 87.91% >95% 91.77% 81.09% 15.35% 13.19%
White >95% 92.00% >95% 93.36% 83.99% 13.84% 13.18%
Other 83.97% >95% >95% >95% 80.65% 12.13% <10%
Individuals With Disabilities 88.12% 86.98% >95% 90.21% 82.19% <10% <10%
Economically Disadvantaged 88.33% 88.53% >95% 94.29% 80.62% 16.38% 14.27%
Single Parents 88.54% 91.67% >95% 94.29% 78.65% 16.89% 22.86%
Displaced Homemakers 81.25% >95% >95% >95% 81.82% 35.71% 66.67%
Other Educational Barriers 79.48% 80.77% >95% 93.47% 81.73% 12.92% 12.22%
Limited English Proficient 74.31% 93.41% >95% 85.37% 79.48% 15.21% <10%
Nontraditional 94.85% 87.05% >95% 93.83% 82.96% 15.36% 13.46%
Tech-Prep 90.35% 87.71% >95% 88.66% 82.32% 19.53% 18.61%
NEW JERSEY
Postsecondary
Measurement Approach Overall GPA National/State Standards State/Local Administrative Record Administrative Record State/Local State/Local Administrative
& Assessment Administrative Data Exchanges Exchanges Administrative Data Data
66
Measurement Definitions Percent of vocational Percent who passed of Percent of exiting Percent of vocational Percent who were retained Percent of Percent of
concentrators (full-time those exiting vocational vocational concentrators concentrator degree or of those vocational underrepresented gender underrepresented gender
students enrolled in concentrators who sat for who received an associate certificate recipients who concentrator degree or students among students among completers
associate degree or a state or national degree or certificate or were placed in certificate recipients who participants in of nontraditional
certificate programs) who licensure, certification, or who transferred to a employment, military were placed in nontraditional programs. programs.
attained an overall GPA of competency exam. higher credential program. service, or further employment, military
3.0 or higher. education. service, or further
education.
2003-2004 Targets 27.63% 73.69% 11.73% 70.25% 75.25% <10% <10%

2003-2004 Results 30.84% 93.96% 12.59% 77.54% >95% <10% <10%
Gender - Results
Male 28.69% >95% 10.85% 74.80% >95% <10% 12.31%

Female 32.75% 93.89% 14.15% 80.48% >95% 14.68% <10%
Unknown Gender N/P 42.22% N/P 85.42% >95% <10% N/P
Ethnicity Results
American Indian 31.37% 63.01% 13.73% 79.31% >95% 20.00% 16.00%

Asian 36.92% 93.41% <10% 64.63% N/P 16.71% 14.29%
Black 21.98% 89.96% <10% 71.03% >95% 10.67% <10%
Hispanic 26.10% 92.89% <10% 73.72% >95% <10% <10%
White 34.06% >95% 16.90% 82.07% >95% <10% <10%
Other 30.01% 93.65% 11.63% 87.88% >95% 12.06% <10%
Individuals With Disabilities N/P 75.00% N/P 74.42% >95% <10% <10%
Economically Disadvantaged N/P 73.66% N/P 67.93% 94.43% <10% <10%
Single Parents N/P 61.35% N/P 89.36% 91.67% <10% <10%
Displaced Homemakers N/P 35.85% N/P 74.55% <10% <10% <10%
Other Educational Barriers N/P 94.17% N/P 89.89% 95.00% <10% <10%
Limited English Proficient N/P 92.65% N/P >95% 93.10% <10% <10%
Nontraditional N/P 92.24% N/P 80.14% >95% <10% <10%
Tech-Prep N/P 84.43% N/P 85.86% 92.94% <10% <10%
NEW MEXICO
Secondary
Measurement Approach State Academic Vocational/Technical GPA State/Local Data National/State Standards Administrative Record State/Local Data State/Local Data
Assessment & Assessment Exchanges/Matching of
67
Measurement Definitions Percent of 10th grade Percent of the cohort who Percent of 12th grade Percent of 12th grade Percent of vocational Percent of nontraditional Percent of nontraditional
vocational education passed the identified vocational education vocational education education students who vocational education vocational education
students who passed the program/course with a students who earned a students who received a received a high school participants enrolled in a participants who
NM High School grade of “C” or better. high school diploma. Proficiency Credential in diploma or Certificate of nontraditional program. completed a nontraditional
Competency Examination. conjunction with a high Course Work Completion program as identified by
school diploma or and are placed in a job, NM SDE.
Certificate of Course continue their education,
Work Completion. or entered the military.
2003-2004 Targets 66.00% 81.50% 76.50% 14.00% 36.25% 41.00% 49.00%

2003-2004 Results 65.50% 77.19% 86.72% <10% 75.00% 44.72% 32.57%
Gender - Results
Male 64.74% 75.84% 84.64% <10% N/P 47.77% 33.18%

Female 66.30% 78.72% 89.02% <10% N/P 41.56% 31.82%
Ethnicity - Results
American Indian 48.92% 61.20% 79.92% 14.27% N/P 14.70% 49.38%

Asian 80.65% 87.42% 89.58% <10% N/P 50.00% 20.00%
Black 60.50% 79.76% 83.20% <10% N/P 50.00% 19.51%
Hispanic 59.51% 75.32% 85.11% <10% N/P 47.68% 34.22%
White 79.94% 82.90% 91.06% <10% N/P 54.41% 28.70%
Other 63.94% N/E N/E N/E N/E N/E N/E
Individuals With Disabilities 27.03% 74.63% 62.31% <10% N/P 39.25% 29.28%
Economically Disadvantaged 56.34% N/E N/E N/E N/E N/E N/E
Single Parents N/P 79.33% 77.66% <10% N/P 30.61% 26.67%
Limited English Proficient 37.20% 59.40% 73.03% <10% N/P 32.63% 31.45%
Nontraditional N/P 67.61% 89.72% <10% N/P 44.72% 32.57%
Tech-Prep N/P 72.93% 85.97% <10% N/P 57.89% 32.29%
NEW MEXICO
Postsecondary
Measurement Approach Academic GPA Vocational/Technical GPA State/Local Data Surveys/Placement Administrative Record State/Local Data State/Local Data
Records Exchanges
68
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of nontraditional Percent of students in
concentrators who took at concentrators who took at concentrators who education graduates education graduates students participating in underrepresented gender
least one academic course least one vocational obtained a degree or placed in a job, advanced retained in a job, in nontraditional programs. groups who completed a
during the census course during the census credential within 3 years. training, or entered the advanced training or the nontraditional program in
semester and successfully semester and successfully military. military. the reporting year.
completed it (a grade of completed it (a grade of
“C” or better). “C” or better).
2003-2004 Targets 73.00% 83.00% 25.00% 64.00% 82.50% 18.00% 14.00%

2003-2004 Results 63.92% 79.72% 25.86% 78.79% 83.43% 21.88% 19.46%
Gender - Results
Male 59.70% 77.83% 26.78% 73.46% 85.64% 19.84% 14.74%

Female 67.24% 81.40% 24.82% 82.06% 82.23% 23.36% 22.85%
Ethnicity Results
American Indian 58.12% 68.46% 16.10% 86.17% 75.21% 22.37% 22.65%

Asian 73.61% 80.74% 19.23% 78.95% 87.80% 23.97% 21.69%
Black 79.55% 75.57% 28.57% 63.33% 93.94% 24.95% 17.65%
Hispanic 76.81% 80.54% 29.16% 84.70% 85.32% 20.37% 19.07%
White 81.03% 83.37% 23.29% 74.60% 82.38% 24.07% 18.31%
Other 78.84% 84.87% 42.70% 77.62% N/P 16.78% 16.39%
Displaced Homemakers 66.02% 68.66% 50.00% N/P N/P 13.22% N/P
Tech-Prep 80.34% 88.77% 10.53% N/P N/P 21.69% <10%
NEW YORK
Secondary
Measurement Approach State Academic Vocational-Technical GPA High School Graduation High School Graduation Surveys/Placement State/Local State/Local Administrative
Assessment Records. Administrative Data Data
69
Measurement Definitions Percent of CTE Percent of CTE Percent of CTE Percent of CTE Percent of CTE Percent of nontraditional Percent of nontraditional
completers who passed completers who achieved completers who attained a completers who attained a completer/graduates gender participants in gender completers of
both the English a GPA of 3.0 or higher in high school diploma. high school diploma. successfully placed. nontraditional CTE nontraditional CTE
Language Arts and Math CTE courses. programs. programs.
A exams.
2003-2004 Targets 50.12% 78.48% >95% >95% 93.65% 27.27% 22.27%

2003-2004 Results 76.87% 81.09% >95% >95% >95% 29.83% 18.91%
Gender - Results
Male 77.69% 79.42% >95% >95% >95% 46.59% 17.90%

Female 75.92% 83.03% >95% >95% >95% 21.13% 19.26%
Ethnicity - Results
American Indian 71.52% 74.17% 90.07% 90.07% 94.00% N/P 15.00%

Asian 77.86% 81.14% >95% >95% >95% N/P 34.02%
Black 58.63% 68.23% >95% >95% >95% N/P 28.19%
Hispanic 58.52% 68.27% >95% >95% >95% N/P 26.38%
White 84.70% 86.66% 94.89% 94.89% >95% N/P 14.86%
Economically Disadvantaged 48.78% 66.74% >95% >95% 48.15% N/P N/P
Limited English Proficient 41.06% 66.95% >95% >95% 47.02% N/P N/P
Nontraditional N/P N/P N/P N/P N/P 29.83% 18.91%
NEW YORK
Postsecondary
Measurement Approach Program Completion Program Completion Program Completion. Surveys/Placement Surveys/Placement State/Local State/Local Administrative
Records Records Administrative Data Data
70
Measurement Definitions Percent of first-time, full- Percent of first-time, full- Percent of first-time, full- Percent of CTE credential Percent of CTE credential Percent of nontraditional Percent of nontraditional
time, credit-bearing, CTE time, credit-bearing, CTE time, credit-bearing, CTE recipients who enter recipients who enter gender participants in gender completers of
program participants, program participants, program participants, advanced training, the advanced training, the nontraditional CTE nontraditional CTE
among an entry cohort for among an entry cohort for among an entry cohort for military, or employment military, or employment programs. programs.
the fall of a given year, the fall of a given year, the fall of a given year, within 6 months. within 6 months and are
who receive a credential who receive a credential who receive a credential still employed within 12
by June 30 of the by June 30 of the by June 30 of the months.
reporting year. reporting year. reporting year.
2003-2004 Targets 51.65% 51.65% 51.65% >95% 46.53% 34.18% 18.52%

2003-2004 Results 53.73% 53.73% 53.73% >95% 68.26% 31.97% 33.47%
Gender - Results
Male 50.24% 50.24% 50.24% >95% 65.31% 17.68% 15.41%

Female 57.50% 57.50% 57.50% >95% 70.14% 36.19% 38.59%
Ethnicity Results
American Indian 47.95% 47.95% 47.95% >95% 68.29% N/P N/P

Asian 53.20% 53.20% 53.20% >95% 65.43% N/P N/P
Black 37.09% 37.09% 37.09% >95% 57.49% N/P N/P
Hispanic 39.07% 39.07% 39.07% >95% 64.33% N/P N/P
White 60.17% 60.17% 60.17% >95% 70.59% N/P N/P
Other 60.27% 60.27% 60.27% >95% 66.88% N/P N/P
Economically Disadvantaged 50.16% 50.16% 50.16% >95% 59.67% N/P N/P
Single Parents 48.93% 48.93% 48.93% >95% 72.29% N/P N/P
Displaced Homemakers 65.26% 65.26% 65.26% >95% 78.47% N/P N/P
Other Educational Barriers 46.01% 46.01% 46.01% >95% 64.94% N/P N/P
Nontraditional 56.18% 56.18% 56.18% >95% 72.61% N/P N/P
Tech-Prep 70.68% 70.68% 70.68% 92.30% N/P 21.47% 20.49%
NORTH CAROLINA
Secondary
Assessment & Local Assessment Administrative Data Records Administrative Data Data
71
Measurement Definitions Percent of vocational and Percent of vocational and Percent of graduating N/P Percent of graduating Percent of Percent of
technical education technical education course vocational and technical vocational and technical underrepresented gender underrepresented gender
completers who score at takers who score at Level education completers who education completers who students among students among completers
or above the national III or above on an end-of- also meet requirements for are employed, enrolled in participants in of nontraditional
average on each of the course Vocational Tech Prep or College/Tech further education, or both, nontraditional vocational vocational and technical
four Assessing Students Competency Achievement Prep. in the year following and technical education education programs.
Success in Entry and Tracking System graduation. programs.
Transfer (ASSET) tests: (VoCATS) test.
reading, writing,
numerical skills, and
elementary algebra.
2003-2004 Targets 51.32% 58.25% 76.80% N/P 94.80% 26.60% 16.32%

2003-2004 Results 54.55% 64.98% 88.24% N/P 94.86% 25.59% 12.69%
Gender - Results
Male 54.51% 60.36% 86.10% N/P >95% 31.30% 13.77%

Female 54.59% 69.28% 90.59% N/P 94.30% 16.60% 11.72%
Ethnicity - Results

Asian 56.07% 61.90% 93.50% N/P >95% 33.31% 19.84%
Black 41.10% 50.99% 86.71% N/P 91.58% 26.93% 12.13%
Hispanic 46.91% 51.11% 84.54% N/P 91.76% 27.17% 13.29%
White 60.36% 73.26% 88.88% N/P >95% 24.72% 12.72%
Other 58.78% 67.84% 92.00% N/P >95% 29.10% 17.56%
Nontraditional 56.99% 60.97% 89.61% N/P 94.81% >95% >95%
Tech-Prep 57.86% 59.88% >95% N/P >95% 22.30% 11.63%
NORTH CAROLINA
Postsecondary
Measurement Approach Academic GPA Vocational-Technical State/Local Administrative Record Administrative Record State/Local State/Local Administrative
72
Measurement Definitions Percent of exiting Percent of exiting Percent of students Percent of exiting Percent of exiting Percent of students in Percent of students in
vocational completers vocational completers reaching threshold level of vocational completers vocational completers underrepresented gender underrepresented gender
who met program-defined who met program-defined vocational education who who were employed who were employed groups among participants groups among completers.
academic standards with a vocational standards with are not yet eligible to during the third quarter of during the third quarter of in a vocational and
GPA of 2.5 or higher. a GPA of 2.5 or higher. complete and those the calendar year. the calendar year and technical education
students who received or were retained in program that leads to
were eligible to receive a employment during the nontraditional training and
postsecondary degree, fourth quarter. employment.
diploma, or certificate
who received a
postsecondary degree,
diploma, or certificate and
left the postsecondary
program in the reporting
year.
2003-2004 Targets 65.83% 73.28% 64.78% 80.80% 92.09% 22.89% 16.73%
2003-2004 Results 66.54% 76.39% 66.45% 85.71% 90.25% 22.01% 16.88%
Gender - Results
Male 68.08% 68.90% 65.30% 82.98% 91.72% 42.22% 28.41%

Female 65.71% 80.40% 67.14% 87.18% 89.49% <10% <10%
Ethnicity Results
American Indian 89.20% >95% 85.95% 83.10% 84.75% 19.74% 18.78%

Asian 56.89% 72.44% 63.78% 72.44% 87.12% 27.73% 24.46%
Black 69.99% 64.13% 59.83% 84.99% 92.15% 19.94% 14.47%
Hispanic 79.60% 55.60% 52.93% 74.40% 88.17% 25.90% 19.68%
White 64.46% 80.74% 68.79% 86.89% 89.82% 22.69% 17.34%
Other 87.80% 79.67% 66.39% 63.41% 89.74% 28.99% 22.22%
Single Parents 62.62% 73.46% 66.24% 90.67% 92.82% 12.95% 11.43%
Nontraditional 73.97% 66.80% 57.05% 82.36% 91.50% >95% >95%
Tech-Prep 87.94% 89.66% 89.86% 91.09% 89.50% 22.03% 15.12%
NORTH DAKOTA
Secondary
Measurement Approach National Academic National/State Standards State/Local Data State/Local Data Surveys/Placement State/Local Data State/Local Data
Assessment & Local Assessment Records
73
Measurement Definitions Percent of ND secondary Percent of ND secondary Percent of ND secondary Percent of ND secondary Percent of ND secondary Percent of ND secondary Percent of ND secondary
vocational “concentrators” vocational “concentrators” vocational “concentrators” vocational “concentrators” vocational “completers” vocational “participants” vocational “completers” in
who have a composite who have earned at least a who attained a diploma. who attained a diploma. who were placed in in underrepresented underrepresented gender
ACT score of 17 or above. “C ” average or above in a postsecondary, gender group in a group in a nontraditional
vocational program. employment or military. nontraditional program. program.
2003-2004 Targets 86.75% 93.24% 92.20% N/P 94.75% 15.44% 15.91%

2003-2004 Results 82.01% 94.85% >95% >95% 90.97% 25.58% 25.21%
Gender - Results
Male 80.32% 92.88% >95% >95% 91.03% 20.26% 20.73%

Female 83.80% >95% >95% >95% 90.90% 32.83% 31.28%
Ethnicity - Results
American Indian 58.46% 86.06% 90.38% 90.38% 80.32% 36.36% 36.00%

Asian 86.96% 93.75% 93.75% 93.75% 83.33% 38.10% 35.00%
Black 53.33% 81.58% 92.11% 92.11% 82.86% 25.00% 24.14%
Hispanic 77.27% >95% >95% >95% 91.43% 25.81% 27.59%
White 82.99% >95% >95% >95% 91.51% 24.92% 24.64%
Other 74.19% >95% 91.30% 91.30% 88.10% 36.84% 33.33%
Single Parents 75.00% 93.42% 92.76% 92.76% 89.36% 39.32% 37.96%
Displaced Homemakers 87.50% >95% >95% >95% 88.89% 20.00% 20.00%
Limited English Proficient 38.10% 88.68% >95% >95% 69.81% 19.61% 21.28%
Nontraditional 79.55% 93.86% >95% >95% 90.72% >95% >95%
Tech-Prep 81.50% >95% >95% >95% >95% 16.36% 16.46%
NORTH DAKOTA
Postsecondary
Exchanges Exchanges
74
Measurement Definitions Percent of ND Percent of ND Percent of ND Percent of ND Percent of ND Percent of ND Percent of ND
Postsecondary Vocational postsecondary vocational postsecondary vocational postsecondary vocational postsecondary vocational postsecondary vocational postsecondary vocational
“Concentrators” who have “concentrators” enrolled “concentrators” who “completers” who were “completers” who “participants” in “completers” in
a cumulative grade point in a vocational program, attained a certificate, placed in advanced remained in advanced underrepresented gender underrepresented gender
average of a “C” or above. which had a grade point diploma, or degree. education, employment or education, employment or group in a nontraditional group in a nontraditional
average of a “C” or above. military. military. program. program.
2003-2004 Targets >95% 86.59% 61.25% 81.25% 73.25% <10% <10%

2003-2004 Results 89.31% 87.27% 58.85% 79.77% 79.77% 17.67% 14.19%
Gender - Results
Male 89.60% 87.39% 67.96% 82.07% 82.07% 10.69% <10%

Female 89.02% 87.15% 49.84% 76.67% 76.67% 24.80% 25.78%
Ethnicity Results
American Indian 73.68% 72.32% 30.33% 80.65% 80.65% 27.71% 41.75%

Asian 92.86% 85.71% 57.14% 37.50% 37.50% 42.86% 25.00%
Black 90.00% 80.00% 60.00% 33.33% 33.33% 66.67% >95%
Hispanic >95% >95% 62.50% 80.00% 80.00% 20.00% N/P
White >95% 93.13% 70.58% 80.32% 80.32% 13.53% <10%
Other 78.79% 81.82% 24.24% 75.00% 75.00% 27.78% 33.33%
Single Parents 78.43% 75.82% 30.07% 86.96% 86.96% 33.00% 47.22%
Limited English Proficient >95% >95% >95% >95% >95% >95% >95%
Nontraditional 84.76% 81.90% 51.90% 80.73% 80.73% >95% >95%
Tech-Prep >95% >95% 84.82% 93.68% 93.68% 33.65% 32.94%
OHIO
Secondary
Measurement Approach State Academic National/State Standards State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
Assessment &Assessment Records
75
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators N/P Percent of known Percent of nontraditional Percent of nontraditional
who left school passing all who left school that who graduate from high completers who were participants in program completers in
parts of or being exempt met/exceeded the Ohio school. employed, pursuing nontraditional programs. nontraditional programs.
from taking the 9th grade Career Technical further education, in the
proficiency test upon Competency Assessment military, and/or in the
program completion. (OHCTCA) (total score) voluntary labor force.
benchmark.
2003-2004 Targets 95.00% 53.00% 92.00% N/P 92.47% 26.00% 23.00%

2003-2004 Results 94.61% 59.19% >95% N/P 92.22% 26.42% 22.47%
Gender - Results
Male 94.68% 60.45% >95% N/P 93.03% 15.95% 16.60%

Female 94.52% 57.29% >95% N/P 91.23% 42.47% 30.35%
Ethnicity - Results
American Indian 93.10% 50.00% 89.66% N/P 73.33% 21.51% N/P

Asian 93.15% 51.72% >95% N/P 88.46% 33.88% 26.87%
Black 93.32% 42.69% >95% N/P 89.10% 37.36% 28.67%
Hispanic >95% 56.49% >95% N/P 89.83% 26.43% 30.06%
White 94.79% 61.07% >95% N/P 92.70% 24.76% 21.60%
Other 93.63% 49.30% >95% N/P 89.19% 28.23% 31.82%
Limited English Proficient >95% N/P >95% N/P 91.38% 43.92% 29.17%
Nontraditional >95% 53.01% >95% N/P 91.88% >95% >95%
Tech-Prep >95% 62.74% >95% N/P 94.43% 23.42% 22.85%
OHIO
Postsecondary
Measurement Approach Academic Course Vocational/Technical State/Local Data Administrative Record Administrative Record State/Local Data State/Local Data
Completion Course Exchanges Exchanges
76
Measurement Definitions Percent of the Percent of the Percent of completers of Percent of the Percent of the numerator Percent of nontraditional Percent of nontraditional
concentrators, the number concentrators, the number associate degrees in concentrators who are in 3P1, how many were participants in program completers in
of students who of students who technical majors who are either (1) employed in the employed in the second nontraditional programs. nontraditional programs.
completed 28 quarter or completed 30 quarter or no longer enrolled in the first quarter of the next quarter (April through
19 semester credit hours 20 semester credit hours next fiscal year. year (January through June) of the next year or
of nontechnical/ academic of technical course work March) or (2) enrolled in enrolled in higher
course work (courses that (courses that are from higher education during education during winter or
are not from subject codes subject codes identified as Autumn of the next year. spring of the next year.
identified as technical). technical).
2003-2004 Targets 56.00% 89.00% 64.00% 44.00% 91.00% 28.50% 24.00%

2003-2004 Results 61.79% 88.48% 76.73% 40.62% 49.67% 22.25% 22.42%
Gender - Results
Male 57.34% 90.37% 74.47% 40.44% 52.90% 41.39% 43.58%

Female 65.66% 86.83% 78.29% 40.74% 47.41% <10% <10%
Ethnicity Results
American Indian 60.50% 87.21% 73.91% 36.96% 52.94% 19.58% 25.00%

Asian 72.82% 87.24% 73.37% 41.21% 57.32% 25.66% 24.35%
Black 71.87% 79.82% 70.55% 45.46% 52.39% 22.46% 27.04%
Hispanic 66.21% 84.94% 71.30% 44.09% 54.88% 23.32% 24.83%
White 59.35% 90.33% 77.43% 40.37% 49.22% 21.98% 21.81%
Other 68.91% 83.86% 78.42% 34.23% 48.03% 25.24% 25.77%
Tech-Prep 54.41% >95% 72.73% 47.65% 59.15% 23.68% 21.05%
OHIO
Adult
Measurement Approach Academic Course Vocational/Technical State/Local Data State/Local Data Administrative Record State/Local Data State/Local Data
Completion Course Exchanges
77
Measurement Definitions Percent of the Percent of the Percent of concentrators Percent of concentrators Percent of known Percent of nontraditional Percent of nontraditional
concentrators who left the concentrators who left the who left the program and completing a workforce completers who were participants in program completers in
program and who program and who completed an adult career development employed, pursuing nontraditional programs. nontraditional programs.
met/exceeded the met/exceeded the Ohio workforce career program or sufficient further education, in the
appropriate levels for the Career Technical development program or occupational military and/or in the
WorkKeys tests. Competency Assessment completed sufficient competencies who were voluntary labor force (12
(OCTCA) (total score) occupational employed, pursuing months after program
benchmark or who competencies to obtain further education, in the completion).
received an industry employment. military, and/or in the
credential. voluntary labor force (9
months after program
completion).
2003-2004 Targets 31.00% 80.00% 64.00% 94.15% 90.00% <10% <10%

2003-2004 Results 75.15% 87.49% 79.43% 91.56% 91.56% <10% <10%
Gender - Results
Male 75.70% 84.40% 82.70% 91.57% 91.57% 21.91% 13.62%

Female 74.81% 89.69% 77.36% 91.55% 91.55% <10% <10%
Ethnicity - Results
American Indian 82.93% 80.00% 78.05% 93.48% 93.48% <10% 10.71%

Asian 62.07% 70.00% 68.97% 92.11% 92.11% <10% <10%
Black 54.57% 76.01% 70.40% 86.54% 86.54% 12.06% <10%
Hispanic 61.46% 87.32% 81.25% 85.26% 85.26% 13.64% <10%
White 78.67% 89.09% 80.88% 92.50% 92.50% <10% <10%
Other 60.78% 90.32% 74.51% 91.67% 91.67% <10% 14.29%
Economically Disadvantaged 72.62% 86.35% 76.74% <10% <10% <10% <10%
Nontraditional <10% 10.71% <10% <10% <10% >95% >95%
OKLAHOMA
Secondary
Measurement Approach High School Graduation National/State Standards High School Graduation N/P State/Local State/Local State/Local Administrative
& Assessment Administrative Data Administrative Data Data
78
Measurement Definitions Percent of exiting 12th Percent of 11th and 12th Percent of exiting 12th N/P Percent of occupational Percent of nontraditional Percent of nontraditional
grade occupational grade occupational grade occupational program completers secondary male students secondary male students
enrollees who met high students who have passed enrollees who met high placed in continuing and nontraditional and nontraditional
school graduation a competency test. school graduation education or advanced secondary female students secondary female students
standards. standards. training, employment, among enrollees in among completers of
and/or the military nontraditional programs. nontraditional programs.
withinsix months after
completion.
2003-2004 Targets 90.00% 66.19% 90.00% N/P 90.00% 28.30% 25.91%

2003-2004 Results 93.08% 62.99% 93.08% N/P 94.82% 34.16% 31.21%
Gender - Results
Male 92.23% 62.41% 92.23% N/P 94.72% 25.94% 20.79%

Female 94.21% 63.75% 94.21% N/P 94.94% 44.78% 41.40%
Ethnicity - Results

Asian 91.45% 64.46% 91.45% N/P >95% 40.99% 42.11%
Black 90.66% 55.99% 90.66% N/P 93.41% 38.82% 33.62%
Hispanic 86.70% 55.26% 86.70% N/P 91.99% 36.74% 33.91%
White 94.13% 65.61% 94.13% N/P >95% 33.29% 30.10%
Other 92.42% 50.63% 92.42% N/P 94.74% 32.73% 34.21%
Displaced Homemakers 50.00% 75.00% 50.00% N/P >95% N/P N/P
Nontraditional 93.29% 61.53% 93.29% N/P >95% N/P N/P
Tech-Prep >95% 82.18% >95% N/P 94.88% 13.92% 16.16%
OKLAHOMA
Postsecondary
Measurement Approach State/Local State/Local State/Local Administrative Record Administrative Record State/Local State/Local Administrative
Administrative Data Administrative Data Administrative Data Exchanges Exchanges Administrative Data Data
79
Measurement Definitions Percent of first-year Percent of first-year Percent of first-year Percent of AAS graduates Percent of AAS graduates Percent of nontraditional Percent of nontraditional
enrollees who earned AAS enrollees who earned AAS enrollees who earned employed in OK. retained in employment or enrollees in nontraditional graduates of nontraditional
degrees or other degrees degrees or other degrees AAS degrees or other higher education. AAS programs. AAS programs.
within six years. within six years. degrees within six years.
2003-2004 Targets 24.32% 24.32% 24.32% 81.47% 86.93% 16.57% 12.50%

2003-2004 Results 26.92% 26.92% 26.92% 86.70% 87.39% 14.33% 11.54%
Gender - Results
Male 24.83% 24.83% 24.83% 85.16% 86.05% 10.67% <10%

Female 28.53% 28.53% 28.53% 87.77% 88.32% 26.47% 18.92%
Ethnicity Results
American Indian 26.96% 26.96% 26.96% 88.14% 88.14% 13.27% 13.89%

Asian 28.15% 28.15% 28.15% 92.00% 92.00% 12.41% 29.41%
Black 14.20% 14.20% 14.20% 88.03% 90.14% 14.41% 13.10%
Hispanic 24.19% 24.19% 24.19% 77.92% 80.52% 14.69% <10%
White 28.82% 28.82% 28.82% 87.19% 87.76% 14.34% 11.12%
Other 27.96% 27.96% 27.96% 57.58% 60.61% 24.41% N/P
OKLAHOMA
Adult
Measurement Approach National/State Standards National/State Standards State/Local State/Local State/Local State/Local State/Local Administrative
& Assessment & Assessment Administrative Data Administrative Data Administrative Data Administrative Data Data
80
Measurement Definitions Percent of adult Percent of adult Percent of adult Percent of adult Percent of adult Percent of nontraditional Percent of nontraditional
occupational program occupational program occupational program occupational program occupational program adult male students and adult male students and
enrollees who completed enrollees who completed enrollees who completed enrollees who completed. completers who were nontraditional adult nontraditional adult
an occupational program an occupational program an occupational program placed within six months female students among female students among
and left adult education in and left adult education in and left adult education in and retained in placement enrollees in nontraditional completers of
the reporting year. the reporting year. the reporting year. for six months. programs. nontraditional programs.
2003-2004 Targets 79.19% 79.19% 79.19% 90.00% 81.90% 15.29% 14.00%

2003-2004 Results 80.28% 80.28% 80.28% 91.03% 67.66% 13.61% 13.21%
Gender - Results
Male 79.12% 79.12% 79.12% 93.95% 62.67% 13.68% 13.94%

Female 81.42% 81.42% 81.42% 88.27% 72.43% 13.55% 12.48%
Ethnicity - Results
American Indian 77.18% 77.18% 77.18% 88.97% 66.87% 14.39% 13.46%

Asian 79.17% 79.17% 79.17% 87.04% 68.29% 17.88% 21.43%
Black 76.18% 76.18% 76.18% 86.50% 67.95% 14.30% 12.58%
Hispanic 78.11% 78.11% 78.11% 90.68% 60.81% 13.58% 11.29%
White 81.70% 81.70% 81.70% 91.98% 68.09% 13.35% 13.26%
Other 54.10% 54.10% 54.10% 84.38% N/P <10% N/P
Single Parents 77.45% 77.45% 77.45% 87.32% 66.18% 13.26% 12.12%
Tech-Prep 85.71% 85.71% 85.71% >95% 72.60% 24.32% 26.09%
OREGON
Secondary
Measurement Approach State Academic Vocational/Technical State/Local Data N/P State-Approved Local State/Local Data State/Local Data
Assessment Course Completion Standards & Assessment
81
Measurement Definitions Percent of Perkins Percent of Perkins Percent of Perkins N/P Percent of Perkins Percent of Perkins Percent of Perkins
concentrators who scored concentrators who made concentrators enrolled concentrators completers participants in participants in
at or above the statewide satisfactory progress during their senior year who were employed or underrepresented gender underrepresented gender
proficiency level on 10th during program year. that graduated from high engaged in further groups participating in groups in nontraditional
grade school. education within one year secondary nontraditional employment and training
reading/writing/math tests after program completion. employment and training programs who graduated
during program year. programs during program from high school during
year. program year.
2003-2004 Targets 47.76% 95.00% 92.60% N/P 85.00% 50.00% 90.78%

2003-2004 Results 52.86% >95% 91.88% N/P 91.55% 55.43% 89.35%
Gender - Results
Male 51.15% >95% 90.16% N/P 90.75% 66.84% 88.34%

Female 55.07% >95% 94.12% N/P 92.62% 41.59% 91.35%
Ethnicity - Results

Asian 52.12% >95% 91.52% N/P 91.47% 46.90% 89.76%
Black 33.65% 90.51% 82.53% N/P 90.32% 48.76% 76.26%
Hispanic 33.09% 94.57% 89.90% N/P 89.13% 52.41% 83.44%
White 54.92% >95% 92.37% N/P 91.77% 56.37% 90.39%
Other 54.39% >95% 94.03% N/P 90.97% 45.74% >95%
Individuals With Disabilities 27.00% >95% 84.05% N/P 84.53% 57.71% 81.60%
Other Educational Barriers 42.17% >95% 87.64% N/P 88.64% 54.80% 83.87%
Limited English Proficient 32.32% >95% 90.75% N/P 88.78% 51.37% 84.99%
Nontraditional 52.19% >95% 92.53% N/P 91.58% >95% 89.35%
Tech-Prep 53.34% >95% 91.90% N/P 92.04% 57.15% 89.07%
OREGON
Postsecondary
Exchanges Exchanges
82
Measurement Definitions Percent of community Percent of community Percent of community Percent of concentrator Percent of concentrator Percent of Perkins Percent of community
college Perkins college Perkins college Perkins completers who were completers who were participants in college Perkins
concentrators with a GPA concentrators with a GPA concentrators who employed or engaged in placed within one year underrepresented gender participants in
of 2.0 or higher in of 2.0 or higher in received a postsecondary further education within after program completion, groups participating in underrepresented gender
academic courses during vocational courses during degree or certificate one-year after program were retained in community college groups in nontraditional
program year. program year. during program year. completion. employment or further nontraditional training and employment
education one year from employment and training programs who received a
placement or who had programs during program postsecondary degree or
attained further year. certificate during the
postsecondary degree or program year.
credential within one year
from placement.
2003-2004 Targets 88.19% 93.05% 56.79% 86.00% 90.38% 11.70% 16.70%

2003-2004 Results 92.41% >95% 59.63% 92.23% 87.78% 16.71% 25.04%
Gender - Results
Male 90.50% >95% 54.07% 90.04% 86.16% 16.48% 31.07%

Female 93.59% >95% 63.50% 93.62% 89.04% 17.11% 20.91%
Unknown Gender 92.31% 94.74% 47.06% 91.30% 62.50% <10% N/P
Ethnicity Results
American Indian 91.35% 90.18% 52.68% 91.89% 88.64% 15.02% 40.74%

Asian 89.70% >95% 60.28% 90.76% 78.79% 20.10% 28.57%
Black 88.89% 91.84% 56.36% 93.33% 84.38% 26.40% 13.04%
Hispanic 90.94% 93.14% 56.37% 91.61% 89.02% 16.33% 16.67%
White 92.40% >95% 59.27% 92.54% 88.75% 16.55% 25.12%
Other 94.74% >95% 65.42% 90.65% 83.82% 15.87% 27.27%
Economically Disadvantaged 91.74% >95% 58.46% 93.59% 88.58% 16.75% 24.65%
Displaced Homemakers 86.49% >95% 40.00% >95% 84.62% 25.30% N/P
Limited English Proficient 92.70% >95% 65.97% 93.89% 85.39% 15.45% 35.19%
Nontraditional 91.96% >95% 62.06% 91.59% 86.45% >95% 25.04%
Tech-Prep 82.39% 91.61% 44.90% >95% 90.97% 12.81% <10%
PENNSYLVANIA
Secondary
Measurement Approach State Academic National/State Standards High School Graduation National/State Standards Surveys/Placement State/Local State/Local Administrative
Assessment & Assessment & Assessment Records Administrative Data Data
83
Measurement Definitions Percent of 11th grade CTE Percent of CTE Percent of CTE Percent of CTE Percent of CTE Percent of students in Percent of students in
concentrators who score at concentrators who achieve concentrators who meet concentrators who achieve completer/graduates who underrepresented genders underrepresented genders
or above the state average competency levels at or state-established, competency levels at or enter employment, further among participants in among completers of
on the state academic test. above national norms on industry-validated, career- above national norms on education or training, nontraditional CTE nontraditional CTE
the National Occupational technical skill standards the NOCTI Job Ready and/or the military within programs. programs.
Competency Testing and receive a diploma. Assessments, or meet nine months.
Institute (NOCTI) Job state-specified
Ready Assessments, or benchmarks on other
meet state-specified state-approved tests.
benchmarks on other
state-approved tests.
2003-2004 Targets 16.86% 39.80% 51.80% 39.80% 91.10% <10% <10%

2003-2004 Results 26.02% 49.42% 55.70% 49.42% 91.47% <10% <10%
Gender - Results
Male 27.35% 44.89% 56.11% 44.89% 92.08% <10% <10%

Female 24.02% 55.33% 55.14% 55.33% 90.61% 13.01% <10%
Unknown Gender 41.67% 49.94% N/P 49.94% N/P N/P N/P
Ethnicity - Results
American Indian 38.10% 33.85% 42.86% 33.85% 87.50% <10% <10%

Asian 29.66% 39.13% 33.39% 39.13% >95% 13.50% 16.67%
Black 11.01% 31.52% 36.34% 31.52% 48.15% 12.44% <10%
Hispanic 19.53% 35.28% 46.04% 35.28% 86.10% <10% <10%
White 29.22% 51.74% 61.00% 51.74% 91.95% <10% <10%
Other 25.58% 49.79% N/E 49.79% N/E N/E N/E
Individuals With Disabilities <10% 32.81% 62.51% 32.81% 83.17% <10% <10%
Single Parents N/P 43.87% 52.83% 43.87% 82.96% <10% <10%
Displaced Homemakers N/P 27.14% 50.00% 27.14% 87.50% 15.38% N/P
Other Educational Barriers N/P N/P 48.90% N/P 85.92% <10% <10%
Limited English Proficient <10% 20.00% 38.14% 20.00% 81.82% 10.45% <10%
Nontraditional N/P 35.68% 52.70% 35.68% 88.28% <10% <10%
Tech-Prep N/P 51.97% 52.19% 51.97% 94.01% <10% <10%
PENNSYLVANIA
Postsecondary
Measurement Approach Academic GPA State/Local State/Local Surveys/Placement Administrative Record State/Local State/Local Administrative
Administrative Data Administrative Data Records Exchanges Administrative Data Data
84
Measurement Definitions Percent of exiting Percent of exiting Percent of exiting Percent of surveyed Percent of CTE program Percent of nontraditional Percent of nontraditional
occupationally-specific occupationally-specific occupationally-specific occupationally- specific completers who were students among students among completers
students who met the state students who met the students who met the completers who were employed in a related participants in of nontraditional
defined threshold for state-defined threshold for state-defined threshold for placed in additional field in the first quarter nontraditional occupationally-specific
program completion and program completion and program completion. postsecondary education following completion and occupationally-specific programs.
who attained a GPA of 2.5 who met program-defined, or advanced training, were also employed in the programs.
or higher. industry-validated career- employment, and/or third quarter following
technical skill standards. military service within completion.
eight months after
completion.
2003-2004 Targets 62.37% 67.74% 17.46% 76.68% 77.98% 11.96% 10.10%

2003-2004 Results 61.22% 71.11% 15.72% 92.19% 83.15% 10.96% 10.54%
Gender - Results
Male N/P N/P 15.30% 91.35% 80.84% 19.11% 16.19%

Female N/P N/P 16.04% 92.75% 84.60% <10% <10%
Unknown Gender 61.22% 71.11% N/P N/P N/P N/P N/P
Ethnicity Results
American Indian N/P N/P 13.10% 85.00% 83.33% N/P N/P

Asian N/P N/P 11.23% 88.46% 79.66% N/P N/P
Black N/P N/P 12.59% 87.78% 84.95% N/P N/P
Hispanic N/P N/P 11.45% 92.96% 78.57% N/P N/P
White N/P N/P 16.58% 92.66% 83.14% N/P N/P
Other N/P N/P 14.60% 89.47% 87.50% N/P N/P
PENNSYLVANIA
Adult
Measurement Approach Academic GPA Vocational-Technical GPA Surveys/Placement State/Local Surveys/Placement State/Local State/Local Administrative
Records Administrative Data Records Administrative Data Data
85
Measurement Definitions Percent of adult CTE Percent of adult CTE Percent of adult CTE Percent of adult CTE Percent of adult CTE Percent of nontraditional Percent of nontraditional
enrollees who achieved a enrollees who achieved a completer survey enrollees who met the completers who were adult CTE enrollees in adult CTE completers of
grade point average of 2.5 grade point average of 2.5 respondents who were state-defined threshold for employed in a related programs leading to programs leading to
or higher in academic or higher in CTE courses. placed in further program completion and field in the first quarter employment in employment in
courses. education or advanced received a diploma, following completion occupations in which occupations in which
training, employment, certificate, or other formal (July 1 – September 30) underrepresented gender underrepresented gender
and/or military service award. who were also employed groups represent less than groups represent less than
within eight months. in the third quarter 25 percent of 25 percent of employment.
following completion employment.
(January 1 – March 31).
2003-2004 Targets 58.54% 58.32% 60.45% 56.83% 80.54% <10% <10%

2003-2004 Results 66.99% 69.98% 70.81% 85.44% 78.37% <10% <10%
Gender - Results
Male N/P N/P 70.85% 87.88% 76.74% <10% <10%

Female N/P N/P 70.72% 82.31% 81.06% 11.94% <10%
Unknown Gender 66.99% 69.98% N/P N/P N/P N/P N/P
Ethnicity - Results
American Indian N/P N/P 75.00% 81.25% 71.43% <10% <10%

Asian N/P N/P 70.48% 77.42% 68.42% <10% <10%
Black N/P N/P 67.17% 79.70% 73.68% <10% 10.11%
Hispanic N/P N/P 66.28% 87.30% 74.77% <10% <10%
White N/P N/P 71.05% 85.58% 78.63% <10% <10%
Individuals With Disabilities >95% 87.06% 55.01% 52.94% 76.09% 12.47% 14.68%
Single Parents 58.40% 53.23% 61.73% 86.85% 84.56% <10% <10%
Other Educational Barriers 71.17% 71.17% 63.42% 88.24% 90.18% <10% <10%
Nontraditional 65.91% 62.33% 63.27% 87.57% 76.40% <10% <10%
PUERTO RICO
Secondary
Measurement Approach State Academic Vocational/Technical GPA State/Local Data State-Approved Local State Surveys State/Local Data State/Local Data
Assessment Standards & Assessment
86
Measurement Definitions Number of students that Percent of students who Percent of students Percent of students who Percent of students who Percent of student under Percent of students in
completed academic stage meet the state established reaching the core attained a proficiency completed secondary represented gender who underrepresented gender
and complied with the industry validated career indicators and who have credential in conjunction vocational education and participated groups who completed a
indicators established in and technical skills attained a high school with secondary school left in the reporting year Nontransferrability Secret nontraditional program in
the academic stage (A, B, standards. diploma. diploma, and who have and worked, placed in (NTS) PIN the reporting the reporting year.
C). left secondary education postsecondary education, year.
in the reporting year. advance training,
employment, or military
service.
2003-2004 Targets 50.00% 73.00% >95% >95% 88.00% 16.50% 13.00%

2003-2004 Results N/P N/P N/P N/P N/P N/P N/P
Gender - Results
Male N/P N/P N/P N/P N/P N/P N/P

Female N/P N/P N/P N/P N/P N/P N/P
Ethnicity - Results

PUERTO RICO
Postsecondary
Measurement Approach Overall GPA Vocational/Technical GPA State/Local Data State Surveys State Surveys State/Local Data State/Local Data
87
Measurement Definitions Percent of students who Percent of students who Percent of students who Percent of students who Percent of students who Percent of students in Percent of students in
completed a met the state established received or were eligible completed postsecondary completed a underrepresented gender underrepresented gender
postsecondary program industry validated career to receive a postsecondary program in the reporting postsecondary and were groups who participated in groups who completed a
and met program defined and technical skills degree, certificate, or year and who were placed retained in one or more of a nontraditional program nontraditional
academic standards and standards. credential and who in postsecondary these types of placements in the reporting year. postsecondary program in
have stopped in the stopped program education or advanced within one Office of the reporting year.
reporting year. participation in the training, employment, Vocational and Adult
reporting year. and/or military service. Education (OVAE)
designated time period.
2003-2004 Targets 55.00% 92.00% 89.00% 72.00% 77.50% 18.00% 15.00%

2003-2004 Results N/P N/P N/P N/P N/P N/P N/P
Gender - Results
Male N/P N/P N/P N/P N/P N/P N/P

Female N/P N/P N/P N/P N/P N/P N/P
Ethnicity Results

Hispanic N/E N/E N/E N/E N/E N/E

RHODE ISLAND
Secondary
Measurement Approach State Academic Vocational/Technical GPA State/Local Data Vocational/Technical Surveys/Placement State/Local Data State/Local Data
Assessment Education Program Records
Completion
88
Measurement Definitions Percent of career and Percent of grade 12th Percent of 12th grade Percent of 12th grade Percent of previous Percent of students in Percent of students in
technical education grade concentrators who concentrators who have concentrators who have reporting year secondary underrepresented gender underrepresented gender
concentrators who meet or completed career and attained a high school attained a high school career and technical groups who participated in groups who completed a
exceed the standard in technical education diploma or its equivalent diploma or its equivalent education completers with a nontraditional secondary nontraditional secondary
reading, writing, and programs. in the reporting year. and have completed career diplomas who were placed program in the reporting program in the reporting
mathematics on the state and technical education in postsecondary year. year.
administered 10th and program requirements in education or advanced
11th grade assessment. the reporting year. training, employment,
and/or military service
between September 1st
and December 1st of the
report.
2003-2004 Targets 24.23% 45.00% 46.00% 60.00% 86.23% 35.73% 22.00%

2003-2004 Results 25.94% 64.76% 91.15% 91.15% 52.66% 52.69% 59.25%
Gender - Results
Male 27.56% 69.43% 89.50% 89.50% 52.42% 38.52% 68.07%

Female 24.00% 59.14% 93.13% 93.13% 53.01% 71.06% 47.58%
Ethnicity - Results
American Indian 25.00% 62.50% >95% >95% 80.00% 50.98% 66.67%

Asian 14.29% 38.96% 80.52% 80.52% 65.85% 45.28% 58.33%
Black 21.40% 41.56% 86.01% 86.01% 33.17% 51.89% 59.38%
Hispanic 17.20% 33.07% 77.78% 77.78% 30.94% 53.10% 44.95%
White 30.10% 80.05% >95% >95% 58.79% 52.87% 61.29%
Single Parents 46.15% 80.77% 69.23% 69.23% 83.33% 57.14% 88.89%
Displaced Homemakers >95% N/P N/P N/P N/P N/P N/P
Nontraditional 38.10% 93.14% >95% >95% N/P >95% >95%
Tech-Prep 22.50% 13.64% >95% >95% 83.33% 67.84% >95%
RHODE ISLAND
Postsecondary
Measurement Approach Academic Course Program Completion State/Local Data Surveys/Placement Surveys/Placement State/Local Data State/Local Data
89
Measurement Definitions Percent of matriculated Percent of matriculated Percent of matriculated Percent of previous Percent of matriculated Percent of matriculated Percent of matriculated
postsecondary postsecondary CCRI postsecondary CCRI reporting year postsecondary CCRI students in students in
Community College of career and technical career and technical matriculated career and technical underrepresented gender underrepresented gender
Rhode Island (CCRI) education concentrators education concentrators postsecondary CCRI education completers, groups who participated in groups who completed a
career and technical who have completed the who were enrolled in and career and technical who, three months after a nontraditional nontraditional
education concentrators program in the reporting have completed associate education completers with receipt of completed postsecondary program at postsecondary program at
who have completed the year. degree or certification degrees or certificates survey, were retained in CCRI in the reporting CCRI in the reporting
program in the reporting requirements in the who were placed in further postsecondary year. year.
year. reporting year. further postsecondary education or advanced
education, advanced training, employment,
training, employment, and/or military service
and/or military service between March 1st and
between December 1st June 1st in the reporting
and March 1st in the year.
reporting year.
2003-2004 Targets 15.09% 15.09% 15.09% 92.44% 74.99% 22.41% 18.87%
2003-2004 Results 26.74% 26.74% 26.74% >95% >95% 24.44% 24.69%
Gender - Results
Male 25.17% 25.17% 25.17% >95% >95% 16.76% 21.25%

Female 28.50% 28.50% 28.50% >95% >95% 33.57% 28.05%
Ethnicity Results
American Indian 20.00% 20.00% 20.00% >95% >95% N/P N/P

Asian 26.67% 26.67% 26.67% N/P N/P 28.00% N/P
Black 17.54% 17.54% 17.54% >95% >95% 27.91% 50.00%
Hispanic 12.82% 12.82% 12.82% >95% >95% 26.42% 33.33%
White 28.36% 28.36% 28.36% >95% >95% 23.24% 23.85%
Nontraditional 26.14% 26.14% 26.14% N/P N/P >95% >95%
Tech-Prep 25.00% 25.00% 25.00% N/P N/P 22.22% N/P
RHODE ISLAND
Adult
Measurement Approach
90
Measurement Definitions
2003-2004 Targets 60.27% 60.27% 42.15% 40.23% 71.96% 22.38% 30.78%

2003-2004 Results 75.09% 75.09% 75.09% 75.25% 92.48% 44.37% 20.00%
Gender - Results
Male 46.72% 46.72% 46.72% 81.25% 91.45% 25.43% 63.64%

Female 87.42% 87.42% 87.42% 67.56% 93.07% 56.46% 11.11%
Unknown Gender N/E N/E N/E >95% N/E N/E N/E
Ethnicity - Results
American Indian 60.00% 60.00% 60.00% N/P N/P 50.00% N/P

Asian 82.35% 82.35% 82.35% 80.00% >95% 57.14% 40.00%
Black 69.41% 69.41% 69.41% >95% >95% 47.22% 20.83%
Hispanic 91.25% 91.25% 91.25% 75.00% >95% 36.36% <10%
White 73.91% 73.91% 73.91% 70.18% 91.35% 44.41% 21.79%
Other N/E N/E N/E >95% N/E N/E N/E
Single Parents >95% >95% >95% 71.79% 94.64% <10% <10%
Displaced Homemakers >95% >95% >95% 94.00% 92.20% <10% <10%
Limited English Proficient >95% >95% >95% 88.89% >95% 25.00% 25.00%
Nontraditional 33.72% >95% 33.72% N/P N/P >95% >95%
SOUTH CAROLINA
Secondary
Measurement Approach Academic GPA Vocational-Technical GPA High School Graduation N/P Surveys/Placement State/Local State/Local Administrative
Records Administrative Data Data
91
Measurement Definitions Percent of CTE Percent of CTE Percent of twelfth grade N/P Percent of CTE Percent of Percent of
concentrators achieving a concentrators achieving a CTE completers attaining completer/graduates underrepresented gender underrepresented gender
GPA of 2.0 or higher in GPA of 2.0 or higher in a high school diploma. available for placement enrollment in CTE completion of CTE
mathematics, science, and CTE courses. who are placed in courses leading to programs leading to
English/language arts postsecondary education, nontraditional training and nontraditional training and
courses. military service, or employment. employment.
employment.
2003-2004 Targets 61.48% 74.49% 73.56% N/P 93.03% 19.35% 16.08%

2003-2004 Results 74.43% 90.84% >95% N/P >95% 28.67% 17.89%
Gender - Results
Male 67.15% 88.54% >95% N/P >95% <10% <10%

Female 82.82% 93.51% >95% N/P >95% 59.09% 30.76%
Unknown Gender N/P N/P N/P N/P N/P <10% N/P
Ethnicity - Results
American Indian 61.90% 90.48% >95% N/P N/P 29.17% 27.78%

Asian 92.54% >95% 93.18% N/P N/P 30.04% 14.29%
Black 70.89% 88.00% 94.79% N/P >95% 30.48% 20.18%
Hispanic 76.80% 92.06% >95% N/P N/P 28.13% 22.86%
White 76.37% 92.50% >95% N/P >95% 27.41% 16.52%
Other 89.47% >95% 90.00% N/P >95% 35.93% 11.11%
Individuals With Disabilities 64.62% 86.67% 90.74% N/P >95% 19.06% 12.22%
Economically Disadvantaged 70.92% 88.55% >95% N/P >95% 29.92% 19.55%
Displaced Homemakers 40.00% 85.71% >95% N/P >95% 16.28% 33.33%
Other Educational Barriers 53.35% 79.77% 87.69% N/P >95% 25.72% 16.10%
Limited English Proficient 65.91% 86.67% >95% N/P >95% 30.79% 12.50%
Nontraditional N/P N/P N/P N/P N/P 28.67% 17.89%
Tech-Prep 74.63% 91.47% >95% N/P N/P 19.34% 16.76%
SOUTH CAROLINA
Postsecondary
92
Measurement Definitions Percent of CTE Percent of CTE Percent of first-time, full- Percent of CTE Percent of CTE Percent of Percent of
concentrators from concentrators from time CTE students completer/graduates completer/graduates underrepresented gender underrepresented gender
specified fall semester specified fall semester completing and placed in continuing placed in employment enrollment in designated graduation from
with a cumulative GPA of with a cumulative GPA of graduating within 150% education or employment within three months of nontraditional programs. designated nontraditional
2.25 or higher at the end 2.25 or higher at the end of required program within nine months of completion and still programs.
of spring term. of spring term. completion time. completion. employed one year later.
2003-2004 Targets 71.87% 71.87% 15.39% 87.12% 86.98% 16.25% 12.17%

2003-2004 Results 72.79% 72.79% 15.10% 82.53% 87.54% 16.28% 13.50%
Gender - Results
Male 68.85% 68.85% 16.28% 92.52% 88.46% 24.14% 20.13%

Female 74.75% 74.75% 14.23% 78.88% 87.05% 11.41% <10%
Unknown Gender N/P N/P N/P N/P N/P 70.73% 71.43%
Ethnicity Results
American Indian 73.23% 73.23% 12.77% 78.13% 90.00% 20.96% 22.22%

Asian 80.13% 80.13% 14.81% 69.11% 91.30% <10% 30.23%
Black 63.86% 63.86% 10.07% 81.89% 88.27% 16.61% 14.58%
Hispanic 74.07% 74.07% 19.35% 80.58% 93.85% 26.51% 20.55%
White 78.00% 78.00% <10% 79.87% 87.09% 16.03% 18.53%
Other 76.22% 76.22% 17.50% 89.57% 85.05% 32.15% 22.33%
Individuals With Disabilities 59.67% 59.67% 27.60% 77.78% 68.64% <10% 11.65%
Single Parents 77.24% 77.24% 29.96% 66.04% 64.52% <10% 10.26%
Limited English Proficient 59.38% 59.38% 23.53% 70.24% 81.69% <10% 46.77%
Nontraditional 64.46% 64.46% 17.47% 34.98% 64.51% 51.04% 25.48%
SOUTH DAKOTA
Secondary
Measurement Approach State Academic Local Standards & State/Local Data N/P Surveys/Placement State/Local Data State/Local Data
Assessment Assessment Records
93
Measurement Definitions Percent of total number of Percent of total number of Percent of senior students N/P Percent of all secondary Percent of nontraditional Percent of nontraditional
vocational education vocational education who earned two or more students who completed enrollees in this program completers of this
completers who attained a concentrators and Carnegie units of credit in this vocational technical preparing for nontraditional program.
complete battery completers attaining at a CTE program and education program and are nontraditional
percentile rank score of 50 least 70% of vocational graduated. placed in further occupations.
or higher. and technical skills. education, military service
or employment.
2003-2004 Targets 62.28% 93.40% 70.12% N/P 91.88% 10.50% <10%

2003-2004 Results 70.62% >95% 73.29% N/P >95% <10% <10%
Gender - Results
Male 68.96% >95% 75.22% N/P >95% <10% <10%

Female 73.43% >95% 70.00% N/P 94.02% 31.98% 24.04%
Ethnicity - Results
American Indian 56.18% 93.60% 76.92% N/P >95% <10% 40.00%

Asian 72.73% >95% 50.00% N/P 92.31% <10% 25.00%
Black 60.00% >95% 71.43% N/P >95% 16.67% 33.33%
Hispanic 40.00% >95% >95% N/P 76.92% N/P N/P
White 71.33% >95% 73.21% N/P >95% <10% <10%
Individuals With Disabilities 49.38% 93.21% 92.12% N/P 91.89% <10% 14.29%
Economically Disadvantaged 70.68% 92.87% 83.77% N/P 90.98% <10% <10%
Single Parents 85.71% 93.75% 80.00% N/P >95% <10% 30.00%
Other Educational Barriers 57.23% >95% 91.89% N/P 81.55% <10% <10%
Limited English Proficient 57.14% 93.33% 72.73% N/P 75.00% <10% N/P
Nontraditional 78.13% 46.15% 74.24% N/P >95% <10% <10%
Tech-Prep 70.71% >95% 72.21% N/P >95% <10% <10%
SOUTH DAKOTA
Postsecondary
Measurement Approach Overall GPA Overall GPA State/Local Data Surveys/Placement Administrative Record State/Local Data State/Local Data
Records Exchanges
94
Measurement Definitions Percent of total number of Percent of total number of Percent of entering first- Percent of program Percent of graduates of Percent of nontraditional Percent of nontraditional
threshold students (full- threshold students (full- year, full-time students completers employed, in state-approved technical enrollees in programs completers of this
time) of state-approved time) of state-approved (cohort group) of state- the military, or going on institute programs and, preparing for nontraditional program.
technical programs with a technical programs with a approved technical for further education according to UI wage nontraditional
cumulative GPA of 2.0 or cumulative GPA of 2.0 or education programs who within six months records, are employed, in occupations.
higher. higher. earned a diploma or AAS following graduation. the military, or attending
degree. advanced education one
year following graduation.
2003-2004 Targets 90.93% 90.93% 61.00% 86.02% 86.17% 11.04% <10%

2003-2004 Results 90.61% 90.61% 58.33% >95% 91.33% 10.71% <10%
Gender - Results
Male 89.76% 89.76% 59.36% >95% 91.92% <10% <10%

Female 91.63% 91.63% 56.83% >95% 90.54% 13.14% 14.38%
Ethnicity Results
American Indian 66.29% 66.29% 27.72% >95% 92.59% 14.94% 19.23%

Asian 76.92% 88.89% 75.00% >95% 77.78% 20.00% N/P
Black 85.71% 85.71% 40.00% >95% 83.33% N/P N/P
Hispanic 75.00% 75.00% 53.33% >95% >95% 14.29% 22.22%
White 91.64% 91.64% 59.91% >95% 91.58% 10.58% <10%
Other 89.04% 89.04% 53.45% 91.49% 86.49% 10.00% N/P
Individuals With Disabilities 87.85% 87.85% 40.98% 90.91% 78.79% <10% 15.63%
Single Parents >95% >95% 50.68% 93.75% 83.33% 17.86% 19.63%
Limited English Proficient >95% >95% 75.00% N/P >95% 16.67% 25.00%
Nontraditional 91.04% 91.04% 50.68% >95% 92.43% 10.71% <10%
Tech-Prep 93.99% 93.99% 70.91% >95% 92.78% <10% <10%
TENNESSEE
Secondary
Measurement Approach High School Graduation Vocational-Technical High School Graduation N/P Surveys/Placement State/Local State/Local Administrative
Program Completion Records Administrative Data Data
95
Measurement Definitions Percent of 12th grade Percent of 12th grade Percent of 12th grade N/P Percent of Percent of students in Percent of students in
secondary vocational secondary vocational secondary vocational concentrator/graduates underrepresented gender underrepresented gender
concentrators graduating concentrators meeting concentrators graduating placed in postsecondary groups who participated in groups who completed a
from high school. state-established, from high school. education or advanced a nontraditional secondary nontraditional secondary
industry-validated career- training, employment, vocational program. vocational program.
technical standards. and/or military service
within one year.
2003-2004 Targets 85.54% 90.00% 85.54% N/P 81.20% 22.19% 24.39%

2003-2004 Results 87.20% >95% 87.20% N/P 91.45% 20.81% 17.07%
Gender - Results
Male 86.95% >95% 86.95% N/P 92.75% 22.88% 13.93%

Female 89.57% >95% 89.57% N/P 90.15% 18.91% 20.46%
Unknown Gender 27.06% 91.09% 27.06% N/P 87.18% <10% <10%
Ethnicity - Results
American Indian 74.07% >95% 74.07% N/P 90.93% 25.66% 24.49%

Asian 84.35% >95% 84.35% N/P 91.55% 27.59% 18.67%
Black 88.37% >95% 88.37% N/P 88.44% 23.98% 17.70%
Hispanic 64.22% 94.77% 64.22% N/P 87.33% 19.66% 21.81%
White 90.34% >95% 90.34% N/P 92.17% 19.88% 16.81%
Other 48.17% 93.70% 48.17% N/P 92.78% 23.96% 19.87%
Individuals With Disabilities 88.69% >95% 88.69% N/P 84.72% 19.61% 16.39%
Economically Disadvantaged 85.22% >95% 85.22% N/P 87.27% 19.61% 15.83%
Single Parents 84.60% >95% 84.60% N/P 83.25% 15.07% 11.25%
Other Educational Barriers 81.26% >95% 81.26% N/P 85.83% 19.12% 15.51%
Limited English Proficient 78.62% >95% 78.62% N/P 91.27% 17.93% 12.59%
Nontraditional 91.33% >95% 91.33% N/P 91.08% 20.81% 17.07%
TENNESSEE
Postsecondary
Measurement Approach Vocational Program National/State Standards Vocational Program Surveys/Placement Surveys/Placement State/Local State/Local Administrative
Completion and Local Assessment Completion Records Records Administrative Data Data
96
Measurement Definitions Percent of exiting students Percent of tested students Percent of exiting students Percent of completers Percent of placed Percent of students in Percent of students in
receiving a certificate or receiving a score of at receiving a certificate or available for placement completers employed 180 underrepresented gender underrepresented gender
diploma. least 70% on locally- diploma. who entered employment, days to 12 months groups who participated in groups who completed a
developed competency the military, and/or other following initial a nontraditional program. nontraditional program.
exams or attaining an educational or training employment.
industry-validated programs.
credential.
2003-2004 Targets 69.50% 90.00% 69.50% 90.00% 90.00% 14.01% 19.57%

2003-2004 Results 72.21% >95% 72.21% 88.30% 92.42% 13.07% <10%
Gender - Results
Male 72.01% >95% 72.01% 88.39% >95% <10% 11.36%

Female 72.42% >95% 72.42% 88.20% 89.67% 19.03% <10%
Unknown Gender N/P 66.67% N/P N/P N/P N/P N/P
Ethnicity Results
American Indian 50.00% >95% 50.00% 50.00% 50.00% <10% 20.00%

Asian 65.38% 60.00% 65.38% 53.23% 73.77% <10% <10%
Black 71.71% >95% 71.71% 94.32% 90.64% 10.77% <10%
Hispanic 71.43% 50.00% 71.43% 71.43% 83.33% 16.18% 15.38%
White 72.06% >95% 72.06% 87.81% 91.18% 13.62% <10%
Other N/P N/P N/P N/P N/P <10% 12.12%
Individuals With Disabilities 64.09% N/P 64.09% 62.05% N/P <10% 10.30%
Economically Disadvantaged 71.19% N/P 71.19% >95% N/P <10% <10%
Limited English Proficient 25.00% N/P 25.00% N/P N/P N/P N/P
Tech-Prep 73.79% N/P 73.79% N/P N/P <10% 39.47%
TEXAS
Secondary
Measurement Approach State Academic Vocational-Technical State/Local N/P Administrative Record State/Local State/Local Administrative
Assessment Program Completion Administrative Data Exchanges Administrative Data Data
97
Measurement Definitions Percent of exiting Percent of exiting Percent of exiting N/P Percent of vocational Percent of students in Percent of students in
vocational concentrators vocational concentrators vocational concentrators concentrator/graduates underrepresented gender underrepresented gender
who met state-established who met state-established, who received a high identified as placed in groups who participated in groups who completed a
academic standards. industry-validated, career- school diploma or GED. postsecondary education a nontraditional program. nontraditional program.
technical skill standards. or advanced training,
employment, and/or
military service.
2003-2004 Targets 78.28% 78.24% 78.61% <10% 76.13% 11.06% 11.40%

2003-2004 Results 75.92% 76.70% 79.05% 10.87% 76.19% 11.03% 11.25%
Gender - Results
Male 74.98% 74.67% 77.10% 12.57% 74.40% <10% <10%

Female 76.83% 78.81% 81.06% <10% 77.94% 17.81% 17.80%
Ethnicity - Results

Asian 81.08% 75.93% 82.51% N/P 80.33% 20.58% 21.38%
Black 69.72% 76.81% 77.62% N/P 70.59% 11.02% 11.55%
Hispanic 71.67% 74.01% 75.36% N/P 76.04% 11.36% 11.68%
White 81.06% 79.08% 82.49% N/P 77.51% 10.24% 10.23%
Other N/P N/P N/P N/P N/P 10.08% 11.04%
Individuals With Disabilities 22.72% 70.36% 71.29% N/P 63.62% <10% <10%
Other Educational Barriers 64.42% 69.60% 68.20% N/P 73.01% <10% <10%
Limited English Proficient 30.11% 60.05% 44.52% N/P 65.02% <10% <10%
Tech-Prep 80.53% 80.99% 83.76% N/P 77.63% 11.32% 11.55%
TEXAS
Postsecondary
98
Measurement Definitions Percent of technical Percent of technical Percent of first-time, full- Percent of technical Percent of employed Percent of Percent of
majors with at least 24 majors with at least 24 time technical majors who graduates who were technical graduates who underrepresented gender underrepresented gender
credit hours who achieved credit hours who achieved graduated or transferred to employed, entered were retained in enrollees in nontraditional graduates from
a GPA of 2.0 or higher. a GPA of 2.0 or higher. continued higher military service, or employment for at least programs. nontraditional programs.
education within four continued their education six months.
years. during the following 12
months.
2003-2004 Targets 89.75% 89.75% 36.37% 90.00% 93.44% 13.04% <10%

2003-2004 Results 90.95% 90.95% 36.95% 93.75% 88.19% 11.75% <10%
Gender - Results
Male 89.66% 89.66% 35.31% 92.67% 87.62% 12.68% 15.23%

Female 91.96% 91.96% 38.40% 94.50% 88.56% <10% <10%
Ethnicity Results
American Indian 88.54% 88.54% 26.56% 93.75% 84.62% 12.85% 20.59%

Asian 92.73% 92.73% 49.35% 92.31% 85.40% 20.51% 22.11%
Black 87.05% 87.05% 29.68% 92.81% 87.07% 11.16% <10%
Hispanic 90.94% 90.94% 29.33% 94.67% 89.76% 11.33% 11.57%
White 91.82% 91.82% 42.04% 94.47% 88.06% 11.27% <10%
Other 89.29% 89.29% 26.48% 87.68% 81.31% 19.72% 11.30%
Individuals With Disabilities 86.39% 86.39% 32.22% 91.66% 85.61% 13.21% N/P
Economically Disadvantaged 91.23% 91.23% 34.28% 94.96% 88.62% 11.07% N/P
Single Parents 88.97% 88.97% 30.20% >95% 89.15% <10% N/P
Limited English Proficient 91.44% 91.44% 27.55% 93.27% 83.84% 12.24% N/P
Tech-Prep 89.73% 89.73% 28.70% 94.45% 87.82% 10.95% <10%
UTAH
Secondary
Measurement Approach National & State National/State Standards State/Local Data N/P State-Approved Local State/Local Data State/Local Data
Academic Assessment & Local Assessment Standards & Assessment
99
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators N/P Percent of completers Percent of nontraditional Percent of nontraditional
scoring at or above the passing a skills test in area receiving a high school placed in employment students enrolled in concentrators completing
state average Stanford of concentration. diploma with class. within next quarter or nontraditional programs. nontraditional programs.
Achievement Test. enrolled in higher
education Fall Semester
(within the state).
2003-2004 Targets 49.01% 36.00% 92.74% N/P 65.54% 34.78% 16.37%

2003-2004 Results 48.55% 62.66% 94.83% N/P 73.26% 37.34% 18.36%
Gender - Results
Male 50.24% 57.10% 94.11% N/P 71.76% 48.85% 28.34%

Female 46.88% 67.88% >95% N/P 74.80% 25.76% <10%
Ethnicity - Results

Asian 44.29% 41.72% >95% N/P 63.81% 41.28% 21.02%
Black 24.39% 36.89% 93.91% N/P 54.17% 40.43% 17.50%
Hispanic 23.84% 46.31% 92.18% N/P 54.23% 38.04% 20.71%
White 50.83% 64.14% >95% N/P 75.22% 36.93% 18.06%
Other 26.67% 54.55% 87.50% N/P 33.33% 29.94% 33.33%
Nontraditional 50.88% 55.54% >95% N/P 70.53% >95% >95%
Tech-Prep 53.23% 66.59% >95% N/P 72.59% 35.85% 17.53%
UTAH
Postsecondary
Exchanges Exchanges
100
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators Percent of completers Percent of concentrators Percent of nontraditional Percent of nontraditional
achieving a GPA of 2.0 or achieving a GPA of 2.0 or graduating with degrees or placed in employment who graduate with students enrolled in completers of
higher in general higher in Applied certificates. within the next quarter degrees or certificates nontraditional programs. nontraditional programs.
education courses. Technology Education within the state. who are placed in
(ATE) courses. employment and are still
employed three months
later.
2003-2004 Targets 77.48% 73.46% 17.13% 45.44% 82.06% 16.54% 15.25%

2003-2004 Results 77.79% 83.59% 13.51% 72.29% 92.21% 17.38% 15.51%
Gender - Results
Male 76.19% 82.96% 11.42% 72.47% 91.50% 32.89% 38.82%

Female 79.99% 84.60% 16.50% 72.05% 92.89% <10% <10%
Unknown Gender 86.67% 79.17% <10% >95% >95% N/P <10%
Ethnicity Results
American Indian 53.42% 71.73% <10% 47.37% 66.67% 15.86% 25.00%

Asian 73.79% 75.00% 13.59% 50.98% 92.31% 21.80% 14.29%
Black 63.37% 68.31% 14.35% 66.67% 83.33% 25.69% 14.29%
Hispanic 70.58% 77.68% 11.32% 57.29% 92.73% 19.01% 11.36%
White 79.01% 84.54% 14.13% 74.51% 92.38% 17.24% 15.16%
Other 78.95% 84.64% 10.30% 65.60% >95% 16.08% 20.78%
Single Parents 71.84% 65.86% 18.45% 71.19% 92.86% <10% 13.33%
Nontraditional 79.52% 82.57% 15.20% 68.95% 89.40% >95% >95%
Tech-Prep 75.00% 87.41% 19.01% 81.85% >95% 13.31% 10.05%
UTAH
Adult
Measurement Approach State/Local State/Local State/Local State/Local Data Administrative Record State/Local Data State/Local Data
Administrative Data Administrative Data Administrative Data Exchanges
101
Measurement Definitions Percent of concentrators Percent of concentrators Percent of concentrators Percent of concentrators Percent of completers Percent of nontraditional Percent of nontraditional
receiving Utah State receiving USOE approved receiving USOE approved receiving completion placed in employment and adult students enrolled in adult completers of
Office of Education certifications. certifications. certification. still employed three nontraditional programs. nontraditional programs.
approved certifications. months later.
2003-2004 Targets 27.55% 27.55% 27.55% 66.65% 82.06% 17.67% 18.57%

2003-2004 Results 23.47% 23.47% 23.47% 63.32% 83.84% 17.75% 16.70%
Gender - Results
Male 27.86% 27.86% 27.86% 64.75% 83.09% 14.16% 25.00%

Female 21.44% 21.44% 21.44% 62.17% 84.35% 22.62% 10.27%
Unknown Gender N/P N/P N/P >95% 90.91% N/P N/P
Ethnicity - Results
American Indian N/P N/P N/P 51.61% 70.83% 23.53% N/P

Asian 13.64% 13.64% 13.64% 57.02% 78.46% 19.79% 20.24%
Black 24.64% 24.64% 24.64% 60.94% 82.05% 24.11% 23.26%
Hispanic 13.14% 13.14% 13.14% 53.08% 81.70% 19.79% 19.71%
White 25.21% 25.21% 25.21% 65.25% 84.19% 18.39% 16.47%
Other 20.88% 20.88% 20.88% 55.50% 89.62% 13.73% 14.29%
Single Parents 20.11% 20.11% 20.11% 50.90% 81.42% 16.76% 15.94%
Nontraditional 22.89% 22.89% 22.89% 66.26% 80.37% >95% >95%
VERMONT
Secondary
Measurement Approach State Academic National/State Standards State/Local Data National/State Standards Surveys/Placement State/Local Data State/Local Data
Assessment & Assessment & Assessment Records
102
Measurement Definitions Percent of completers who Percent of completers who Percent of 12th grade Percent of completers who Percent of completers Percent of students in Percent of students in
have met state academic score 3 or above in 90% completers who have have attained an industry leaving secondary underrepresented gender underrepresented gender
standards and have left of the competencies on attained a secondary recognized credential. education who have been groups who enrolled in groups who completed a
technical education in the the competency list and school diploma. placed in postsecondary nontraditional secondary nontraditional program in
reporting year have left technical education or advanced programs in the reporting the reporting year.
(completers). education in the reporting training, employment, year.
year. and/or military service.
2003-2004 Targets 12.68% 71.37% 93.76% 20.80% >95% 12.30% 11.58%

2003-2004 Results 13.76% 75.66% >95% 46.74% >95% 14.57% 12.38%
Gender - Results
Male 12.45% 73.18% >95% 43.56% >95% <10% <10%

Female 16.10% 79.58% >95% 52.01% >95% 34.35% 29.60%
Ethnicity - Results
American Indian <10% N/P 50.00% N/P >95% 15.38% N/P

Asian 18.52% >95% >95% 40.00% >95% >95% 88.89%
Black <10% 54.55% >95% 54.55% >95% 31.03% 14.29%
Hispanic N/P 71.43% >95% 42.86% 85.71% 18.18% 50.00%
White 13.78% 75.78% >95% 46.68% >95% 14.38% 12.26%
Other 50.00% >95% >95% 75.00% >95% 11.11% 33.33%
Individuals With Disabilities <10% 69.14% 94.61% 43.40% >95% <10% <10%
Economically Disadvantaged <10% 73.33% >95% 53.87% >95% 12.36% <10%
Single Parents N/P 81.82% >95% 72.73% 78.57% 10.00% <10%
Displaced Homemakers N/P 50.00% N/P >95% >95% N/P N/P
Other Educational Barriers <10% 74.75% >95% 56.23% >95% <10% <10%
Limited English Proficient N/P 94.12% >95% 64.71% >95% 13.79% N/P
Nontraditional 16.36% 78.68% >95% 38.50% >95% >95% >95%
Tech-Prep 15.26% 81.29% >95% 49.54% >95% 12.66% 11.38%
VERMONT
Postsecondary
Measurement Approach Academic Course Vocational/Technical State/Local Data Surveys/Placement Surveys/Placement State/Local Data State/Local Data
Completion Course Records Records
103
Measurement Definitions Percent of all students Percent of all students Percent of all students Number of graduates from Percent of graduates who Percent of students in Percent of students in
who are enrolled in who passed the vocational who earned a degree or a school year contacted were identified in the underrepresented gender underrepresented gender
programs and who passed and technical education credential in the reporting and in positive placement placement survey as groups who participated in groups who graduated
the writing and courses required by the year. - FY2000. employed, continuing a nontraditional from a nontraditional
mathematics courses program in which they are education or advanced postsecondary program in postsecondary program in
required by the programs enrolled in the reporting training, or in the military the reporting year. the reporting year.
in the reporting year. year. and who were identified
six months later in the
retention survey as
employed, continuing
education or advanced
training or in the military.
2003-2004 Targets 84.28% 84.45% 24.06% >95% >95% 15.86% 15.90%

2003-2004 Results 86.60% 83.59% 24.45% >95% >95% 17.81% 13.88%
Gender - Results
Male 83.66% 80.72% 30.78% >95% >95% 16.20% 14.59%

Female 89.35% 85.56% 20.23% >95% >95% 18.76% 13.31%
Unknown Gender N/P N/P N/P >95% N/P N/P N/P
Ethnicity Results
American Indian 86.67% 75.00% 15.00% >95% >95% 19.23% N/P

Asian 83.33% 86.36% 40.28% 75.00% 33.33% 14.81% 10.00%
Black 84.62% 76.47% 13.11% 50.00% N/P 20.59% N/P
Hispanic 85.71% 83.67% 21.21% >95% >95% 22.58% 33.33%
White 86.93% 84.33% 25.72% >95% >95% 17.34% 13.44%
Other 84.32% 80.53% 11.29% N/P N/P N/P N/P
Individuals With Disabilities 81.40% 75.68% 47.87% >95% >95% <10% <10%
Single Parents >95% 84.62% 13.95% >95% 87.50% N/E N/E
Limited English Proficient 92.68% 86.49% 18.92% 80.00% 75.00% N/E N/E
Nontraditional 88.40% 85.65% 19.21% >95% 90.48% 71.47% 76.52%
Tech-Prep 83.87% 80.30% 22.22% >95% >95% 12.31% <10%
VIRGIN ISLANDS
(no data)
104
VIRGINIA
Secondary
Measurement Approach State Academic National/State Standards State/Local N/P Surveys/Placement State/Local State/Local Administrative
Measurement Definitions Percent of CTE students Percent of CTE program Percent of exiting CTE N/P Percent of respondents Percent of students of the Percent of students of the
(grades 9-12) who have completers who attained concentrators who who reported placement in nontraditional gender nontraditional gender who
passed the applicable 80% of the essential completed. employment (including enrolled in nontraditional completed nontraditional
Standards of Learning competencies on the state- military employment) programs. programs.
end-ofcourse tests. provided, industry- and/or further education
validated competency on the program completer
lists. follow-up survey.
2003-2004 Targets 70.00% 94.34% >95% N/P 92.81% 12.82% <10%

2003-2004 Results 76.92% >95% >95% N/P >95% 13.56% 11.97%
Gender - Results
Male 79.45% >95% N/P N/P >95% 11.45% <10%

Female 74.01% >95% N/P N/P 94.89% 14.32% 24.37%
Unknown Gender 44.55% N/P >95% N/P N/P N/P N/P
Ethnicity - Results
American Indian 76.70% >95% N/P N/P >95% N/P 15.73%

Asian 84.17% >95% N/P N/P N/P N/P 16.11%
Black 63.45% 92.13% N/P N/P 91.85% N/P 14.25%
Hispanic 69.71% 94.06% N/P N/P >95% N/P 12.29%
White 83.23% >95% N/P N/P >95% N/P 11.02%
Other 74.05% >95% N/P N/P >95% N/P <10%
Individuals With Disabilities 52.01% 92.02% N/P N/P N/P N/P <10%
Economically Disadvantaged 62.03% 94.28% N/P N/P N/P N/P 12.47%
Single Parents 64.99% >95% N/P N/P N/P N/P <10%
Displaced Homemakers 68.76% >95% N/P N/P N/P N/P <10%
Other Educational Barriers 33.33% N/E N/E N/E N/E N/E N/E
Limited English Proficient 63.70% 93.64% N/P N/P N/P N/P 10.60%
Nontraditional 79.54% >95% N/P N/P >95% N/P 11.97%
Tech-Prep 77.59% >95% N/P N/P >95% N/P 12.84%
VIRGINIA
105
Postsecondary
Measurement Approach Academic GPA Vocational-Technical GPA State/Local Administrative Record Administrative Record State/Local State/Local Administrative
Measurement Definitions Percent of occupational- Percent of occupational- Percent of first-time, full- Percent of graduates Percent of graduates who Percent of students of the Percent of graduates of the
technical students enrolled technical students enrolled time occupational- identified as employed successfully transitioned underrepresented gender underrepresented gender
in math, English, biology, in occupational-technical technical students who within 6-12 months into employment and have enrolled in nontraditional who completed
chemistry, geology, courses with Higher earn a certificate or degree following graduation, plus continued in employment programs. nontraditional programs.
physics, and/or natural Education General within 150% of the the percent of graduates for a period of at least one
sciences courses at the Information Survey required program identified as attending a 4- quarter.
100 level or higher who (HEGIS) codes greater completion time. year institution in the term
receive a “C” or better in than 5000 who receive a immediately following
the academic courses. “C” or better in the graduation.
occupational-technical
courses.
2003-2004 Targets 70.23% 83.15% 18.15% 74.84% 89.78% 19.00% 22.65%

2003-2004 Results 76.14% 87.95% 16.59% 70.07% 90.33% 18.89% 26.74%
Gender - Results
Male 75.33% 87.53% 18.85% 67.95% 90.13% 39.57% 63.12%

Female 76.60% 88.20% 14.64% 71.36% 90.44% 10.24% <10%
Ethnicity Results
American Indian 86.00% 85.11% <10% 53.85% 84.62% 25.00% 34.62%

Asian 82.33% 88.13% 15.65% 64.07% 84.57% 25.11% 37.06%
Black 73.45% 85.49% 10.00% 71.52% 90.87% 17.56% 25.91%
Hispanic 75.85% 87.05% <10% 61.02% 86.71% 27.69% 39.22%
White 76.67% 89.00% 19.77% 70.59% 90.38% 18.66% 25.99%
Other 75.59% 84.68% 14.47% 63.46% >95% 23.46% 34.74%
Displaced Homemakers N/E N/E N/E 80.00% N/E N/E N/E
Other Educational Barriers 74.20% 82.41% <10% 66.97% 91.00% 16.35% 22.08%
Limited English Proficient 81.58% 85.26% <10% N/P N/P 26.01% N/P
Nontraditional 73.90% 87.47% 26.74% 69.86% 89.67% 18.89% 26.74%
Tech-Prep 76.05% 87.55% 15.03% 73.10% 90.39% 16.71% 17.24%
WASHINGTON
Secondary
106
Measurement Approach High School Graduation High School Graduation High School Graduation High School Graduation Administrative Record State/Local Data State/Local Data
Exchanges/Matching of
Records
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of students in Percent of vocational
completers who have completers who have completers who have completers who have completers who have underrepresented gender completers in
attained a high school attained a high school attained a high school attained a high school either employment groups who enrolled in a underrepresented gender
diploma. diploma. diploma. diploma. reported in UI wage nontraditional program. groups who completed a
records, enrollment in nontraditional program.
higher education, or
enlistment in the military
during the third post-exit
quarter.
2003-2004 Targets 94.13% 94.13% 94.13% N/P 71.58% 37.78% 33.13%

2003-2004 Results 91.95% 91.95% 91.95% 91.95% 78.08% 37.69% 31.47%
Gender - Results
Male 90.05% 90.05% 90.05% 90.05% 77.03% 45.52% 34.70%

Female 94.13% 94.13% 94.13% 94.13% 79.23% 27.57% 27.34%
Ethnicity - Results
American Indian 87.83% 87.83% 87.83% 87.83% 66.43% 39.29% 34.40%

Asian 90.58% 90.58% 90.58% 90.58% 81.36% 39.54% 37.00%
Black 76.37% 76.37% 76.37% 76.37% 68.48% 38.87% 33.81%
Hispanic 88.93% 88.93% 88.93% 88.93% 75.25% 35.38% 29.13%
White 93.29% 93.29% 93.29% 93.29% 78.72% 37.68% 31.23%
Other 75.00% 75.00% 75.00% 75.00% N/P 33.33% >95%
Limited English Proficient 86.04% 86.04% 86.04% 86.04% N/P 35.21% 29.48%
Nontraditional 93.56% 93.56% 93.56% 93.56% N/P >95% >95%
Tech-Prep 92.83% 92.83% 92.83% 92.83% N/P 38.82% 29.98%
WASHINGTON
Postsecondary
107
Measurement Approach Program Completion Program Completion State/Local Data Administrative Record Administrative Record State/Local Data State/Local Data
Exchanges Exchanges
Measurement Definitions Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of vocational Percent of students in Percent of vocational
concentrators who have concentrators who have concentrators who have concentrators who have concentrators who have underrepresented gender completers in
attained formal awards (a attained formal awards (a attained formal awards (a either employment either employment groups who enrolled in a underrepresented gender
degree, certificate, degree, certificate, degree, certificate, reported in UI wage reported in UI wage nontraditional program. groups who completed a
apprenticeship, or an apprenticeship, or an apprenticeship, or an records, enrollment in records, enrollment in nontraditional program.
industry certification) or industry certification) or industry certification) or higher education, or higher education, or
who completed at least 45 who completed at least 45 who completed at least 45 enlistment in the military enlistment in the military
vocational credits with a vocational credits with a vocational credits with a during the second post- during the third post-exit
2.0 GPA. 2.0 GPA. 2.0 GPA. exit quarter. quarter.
2003-2004 Targets 59.29% 59.29% 59.29% 72.44% 71.73% 19.29% 18.63%

2003-2004 Results 59.81% 59.81% 59.81% 74.65% 73.85% 19.97% 18.54%
Gender - Results
Male 57.44% 57.44% 57.44% 74.82% 73.90% 30.65% 31.50%

Female 61.75% 61.75% 61.75% 74.42% 73.74% 11.22% <10%
Unknown Gender 71.35% 71.35% 71.35% 76.60% 75.32% N/P N/P
Ethnicity Results
American Indian 53.72% 53.72% 53.72% 68.11% 67.87% 21.52% 16.78%

Asian 63.80% 63.80% 63.80% 74.08% 73.64% 19.46% 18.67%
Black 55.12% 55.12% 55.12% 69.13% 66.27% 23.13% 20.00%
Hispanic 56.29% 56.29% 56.29% 77.87% 76.39% 17.13% 16.09%
White 59.62% 59.62% 59.62% 75.12% 74.62% 19.52% 17.98%
Other 65.61% 65.61% 65.61% 74.81% 73.08% 22.57% 22.77%
Single Parents 60.54% 60.54% 60.54% 72.58% 71.44% 14.81% N/P
Displaced Homemakers 63.82% 63.82% 63.82% 62.81% 60.80% 11.81% N/P
Other Educational Barriers 53.35% 53.35% 53.35% 70.27% 69.38% 17.85% N/P
Limited English Proficient 59.57% 59.57% 59.57% 70.10% 68.30% 18.26% N/P
Nontraditional 56.67% 56.67% 56.67% 73.14% 71.82% 19.97% 18.54%
WEST VIRGINIA
Secondary
108
Measurement Approach State Academic National/ State Standards High School Graduation National/State Standards Surveys/Placement State/Local State/Local Administrative
Assessment & Assessment & Assessment Records Administrative Data Data
Measurement Definitions Percent of completers Percent of completers Percent of completers Percent of completers Percent of completers Percent of nontraditional Percent of nontraditional
attaining 50th percentile attaining 75% on skill earning a high school earning a high school placed. enrollees in nontraditional completers of
on scholastic aptitude test proficiency test. diploma. diploma with warranty. programs. nontraditional programs.
9.
2003-2004 Targets 49.90% 46.05% 90.00% 48.90% 90.00% 27.41% 22.36%

2003-2004 Results N/P 39.92% >95% N/P 91.73% 33.88% 16.96%
Gender - Results
Male N/P 37.86% >95% N/P 89.51% 62.97% 17.74%

Female N/P 42.69% >95% N/P >95% 10.98% 15.74%
Ethnicity - Results
American Indian N/P 33.33% 85.71% N/P >95% 31.25% 25.00%

Asian N/P 43.04% >95% N/P >95% 35.46% 50.00%
Black N/P 25.79% 88.24% N/P 83.33% 37.16% 33.33%
Hispanic N/P 40.00% 83.33% N/P 66.67% 39.02% 33.33%
White N/P 40.28% >95% N/P 91.87% 33.75% 16.68%
Individuals With Disabilities N/P 20.48% >95% N/P 91.28% 21.69% <10%
Economically Disadvantaged N/P 42.00% >95% N/P >95% 38.76% 19.64%
Limited English Proficient N/P 44.26% >95% N/P >95% 22.86% N/P
Nontraditional N/P 41.31% >95% N/P >95% 33.88% 16.96%
Tech-Prep N/P 34.84% >95% N/P N/P 38.28% 25.09%
WEST VIRGINIA
Postsecondary
109
Measurement Approach National/State Academic Vocational-Technical State/Local Surveys/Placement Surveys/Placement State/Local State/Local Administrative
Assessment Program Completion Administrative Data Records Records Administrative Data Data
Measurement Definitions Percent of CTE Percent of CTE Percent of CTE Percent of CTE Percent of placed CTE Percent of nontraditional Percent of nontraditional
completers scoring at or completers successfully completers receiving a completer/graduates completer/ graduates students enrolled in students completing
above specified completing a summative certificate or associate placed in employment, retained in employment. nontraditional CTE nontraditional CTE
WorkKeys level. evaluation. degree. continuing education, or programs. programs.
the military.
2003-2004 Targets 83.80% 90.00% 61.17% 86.93% 74.97% 13.30% 17.30%

2003-2004 Results 84.95% 94.24% 55.52% 92.85% 91.10% 15.81% 18.18%
Gender - Results
Male 84.91% 94.22% 51.24% 89.93% 85.21% 22.84% 27.01%

Female 84.96% 94.26% 58.66% 90.12% 93.23% <10% 13.01%
Unknown Gender N/P N/P N/P >95% 92.67% N/P N/P
Ethnicity Results
American Indian >95% >95% 57.14% N/P >95% 25.00% N/P

Asian 66.67% 81.82% 42.86% 50.00% >95% 43.48% 66.67%
Black 71.43% >95% 41.75% 78.13% >95% 16.08% 25.00%
Hispanic 85.71% >95% 36.36% >95% >95% 10.53% N/P
White 85.29% 94.34% 56.69% 93.32% 90.86% 15.64% 18.01%
Other N/E 66.67% 49.49% N/E N/E N/E N/E
Individuals With Disabilities 83.33% N/P N/P N/P N/P N/P N/P
Economically Disadvantaged 84.01% N/P N/P N/P N/P N/P N/P
Limited English Proficient >95% N/P N/P N/P N/P N/P N/P
WISCONSIN
Secondary
110
Measurement Approach Academic Course Program Completion State/Local Data Vocational / Technical Surveys/Placement State/Local Data State/Local Data
Completion, High School Education Program Records
Graduation Completion
Measurement Definitions Percent of vocation Percent of vocation Percent of 12th grade Percent of vocation Percent of vocation Percent of male and Percent of male and
education concentrators education concentrators concentrators who education concentrators education concentrators female vocation education female vocation education
completing courses in line completing either work- graduate. completing either work- graduates engaged in 1 of participants enrolled in participants completing
with graduation based learning or tech based learning or tech the above. programs representing programs representing
requirements. prep courses. prep courses. nontraditional nontraditional occupations.
occupations.
2003-2004 Targets >95% 86.00% >95% 86.00% >95% 21.65% 20.76%

2003-2004 Results 94.07% 86.77% >95% 86.77% >95% 47.66% 45.39%
Gender - Results
Male 93.56% 84.93% >95% 84.93% >95% 48.83% 46.29%

Female 94.72% 88.50% >95% 88.50% >95% 46.19% 44.31%
Ethnicity - Results
American Indian 84.82% 69.05% 83.61% 69.05% 92.65% 49.86% 40.44%

Asian 92.93% 81.00% 94.03% 81.00% >95% 44.04% 42.84%
Black 79.15% 73.73% 91.83% 73.73% 88.66% 49.27% 46.20%
Hispanic 84.46% 75.31% 91.32% 75.31% 92.41% 48.22% 44.28%
White >95% 88.06% >95% 88.06% >95% 47.55% 45.51%
Single Parents 91.35% 74.79% 93.18% 74.79% 91.46% 53.61% 47.73%
Nontraditional 93.48% 86.68% >95% 86.68% >95% 47.66% 45.39%
Tech-Prep >95% 87.11% >95% 87.11% >95% 48.90% 47.04%
WISCONSIN
Postsecondary
111
Measurement Approach Program Completion Program Completion Program Completion Surveys/Placement Administrative Record State/Local Data State/Local Data
Records Exchanges
Measurement Definitions Percent of courses taken Percent of total technical Percent of first-time/full- Percent of graduates from Percent of total grads Percent of total number of Percent of average number
by first-time/full-time courses taken by first- time concentrators that the most recent year who reporting employment still nontraditional students in of nontraditional students
cohort group completers time/full time cohort graduated during the three responded to the follow employed 3 months later. designated programs graduating in designated
over three-year period that group completers over years they are followed. up and were placed in during reporting year. programs over a seven
were passed. three-year period that employment, advanced Most current reporting for year reporting year.
were passed. training, continued 1999-00 baseline year.
2003-2004 Targets 74.65% 78.89% 62.50% 91.90% 90.00% 11.65% 10.69%

2003-2004 Results 71.71% 79.36% 61.49% 89.13% 93.25% 12.45% 10.44%
Gender - Results
Male 71.19% 77.27% 54.80% 86.75% 91.13% 11.98% 15.29%

Female 72.25% 81.15% 67.12% 90.39% 94.33% 12.87% <10%
Unknown Gender 61.54% 69.23% 42.86% 82.35% 77.78% <10% <10%
Ethnicity Results
American Indian 55.56% 67.10% 50.21% 78.29% 93.67% 18.27% 14.29%

Asian 67.59% 75.28% 53.07% 83.61% 93.33% 13.65% 13.06%
Black 50.39% 62.91% 54.70% 70.72% 89.73% 16.06% 10.56%
Hispanic 65.71% 71.73% 54.15% 80.26% 92.86% 16.06% 13.31%
White 73.93% 80.89% 62.80% 90.25% 93.57% 12.05% 10.28%
Other 67.60% 83.26% 57.57% 89.96% 87.64% 10.31% <10%
Single Parents 62.88% 71.45% 61.42% 87.21% 92.37% 11.91% <10%
Nontraditional 65.03% 75.95% 55.28% 89.95% 93.72% 12.45% 10.44%
Tech-Prep 77.20% 84.00% 64.72% 91.65% 60.39% 11.17% <10%
WYOMING
Secondary
112
Measurement Approach State Academic National/State Standards State/Local Data State/Local Data Administrative Record State/Local Data State/Local Data
Assessment & Assessment Exchanges/Matching of
Measurement Definitions Percent of vocational Percent of 12th grade Percent of 12th grade The percent of 12th grade Percent of program Percent of students in Percent of students in
concentrators proficient vocational concentrators vocational concentrators vocational concentrators completers who were underrepresented gender underrepresented gender
on the total Wyoming who were proficient or obtaining a high school who graduated with a followed up and placed in groups who participated in groups who completed a
Comprehensive advanced in at least 4 of diploma or its equivalent. certification or credential employment, a nontraditional program nontraditional program in
Assessment Systems the 7 Wyoming Career of all 12th grade postsecondary, training, in the reporting year. the reporting year.
(WyCAS). and Technical Assessment vocational concentrators education, or the military.
(WyCTA) content areas. who graduated.
2003-2004 Targets 43.66% 63.53% 95.00% <10% 82.05% <10% 11.45%

2003-2004 Results 47.71% 81.22% >95% <10% >95% 25.94% 30.56%
Gender - Results
Male 43.59% 79.60% >95% <10% >95% <10% <10%

Female 53.41% 83.36% >95% <10% >95% 75.85% 82.96%
Ethnicity - Results
American Indian 25.64% 62.50% 92.59% <10% 94.74% 28.00% 32.00%

Asian 38.46% 69.23% >95% N/P 94.12% 29.63% 40.00%
Black 50.00% 81.82% >95% 18.18% >95% 47.06% >95%
Hispanic 26.26% 85.92% >95% <10% >95% 23.45% 42.86%
White 49.19% 81.40% >95% <10% >95% 25.84% 29.61%
Other >95% 66.67% >95% N/P >95% 37.50% N/P
Individuals With Disabilities 12.40% 51.35% 93.46% <10% 92.90% 15.86% 18.18%
Economically Disadvantaged 33.46% 73.21% >95% <10% 93.31% 23.43% 28.68%
Single Parents 29.27% 76.47% >95% <10% 90.91% 34.00% 27.78%
Displaced Homemakers N/P >95% >95% N/P >95% N/P N/P
Other Educational Barriers 16.07% 54.84% 93.65% <10% 85.71% 19.33% 23.81%
Limited English Proficient <10% 69.57% 88.24% <10% >95% 29.09% 36.00%
Nontraditional 53.16% 88.27% >95% 12.01% >95% 25.94% 30.56%
Tech-Prep 46.92% 86.93% >95% <10% >95% 25.57% 28.31%
WYOMING
Postsecondary
113
Measurement Approach Academic Course National/State Standards State/Local Data Surveys/Placement Administrative Record State/Local Data State/Local Data
Completion & Assessment Records, Administrative Exchanges
Record Exchanges
Measurement Definitions Percent of general Percent of postsecondary Percent of vocational Percent of vocational Percent of students who Percent of students in Percent of students in
education courses passed vocational concentrators concentrators who have concentrators who were graduated from the underrepresented gender underrepresented gender
with a C or better by who were proficient or taken at lest 2 years of program completers or University of Wyoming groups who participated in groups who completed a
vocational concentrators. advanced in at least 4 of 7 coursework or 60 graduated within the past and were placed and a nontraditional program nontraditional program in
Wyoming Career and semester hours who have 1 to 3 years who were retained in employment in the reporting year. the reporting year.
Technical Assessment completed a certificate or followed up and placed in one year later.
(WyCTA) content areas. a degree. employment, advanced
training, continued
2003-2004 Targets 94.00% 49.39% 74.08% 75.00% 84.66% 11.58% 14.25%

2003-2004 Results >95% 67.44% 56.53% >95% >95% 18.13% 15.19%
Gender - Results
Male >95% 64.28% 51.61% >95% >95% 12.67% 11.24%

Female >95% 69.27% 59.08% >95% >95% 21.80% 17.87%
Ethnicity Results
American Indian >95% 60.00% 33.33% 88.89% >95% 12.00% N/P

Asian 90.00% 33.33% >95% >95% N/P N/P N/P
Black >95% 61.54% 25.00% >95% >95% <10% N/P
Hispanic >95% 66.67% 42.42% >95% >95% 12.86% <10%
White >95% 71.01% 58.65% >95% >95% 21.55% 18.54%
Other >95% 57.46% 53.09% >95% >95% 10.92% <10%
Individuals With Disabilities >95% 47.37% 38.89% >95% >95% 14.08% N/P
Economically Disadvantaged >95% 69.15% 57.19% >95% >95% 21.77% 18.46%
Single Parents >95% 69.47% 50.00% >95% >95% 20.24% <10%
Displaced Homemakers >95% 58.33% 43.75% >95% >95% <10% 14.29%
Other Educational Barriers >95% 63.52% 69.44% >95% >95% 24.30% 27.27%
Limited English Proficient >95% 88.89% 77.78% >95% >95% 20.00% N/P
ntraditional >95% 73.61% 47.93% >95% >95% 18.13% 15.19%
Tech-Prep >95% 71.97% 47.56% >95% >95% 41.82% 33.33%
114

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Carl D.

Program Year 2003-2004

U.S. Department of Education

Report to Congress on State Performance

Program Year 2003-2004

Office of Vocational and Adult Education

II. State Performance Data.............................................................................................12

III. Issues Surrounding Data Quality..............................................................................29

A: Perkins State Allocations: PY 2003-2004

• Student attainment of challenging State established academic, and vocational and

• Student attainment of a secondary school diploma or its recognized equivalent, a

• Student participation in and completion of vocational and technical education programs

• Individuals with disabilities;

• Fewer students were reported by states as having enrolled in vocational and

• Two states met or exceeded each of their PY 2003-2004 secondary performance

A. Accountability for Results

• Student attainment of challenging State established academic, and vocational and

• Student attainment of a secondary school diploma or its recognized equivalent, a

• Student participation in and completion of vocational and technical education programs

B. Establishing Measures and Setting Performance Levels

C. Efforts to Help States Build their Perkins Accountability Systems

A. Enrollment in Vocational and Technical Education

Figure 1. Student Enrollment in Vocational and

12,000,000 9,605,188 9,565,567

Student Disaggregated Category Secondary Postsecondary and

Gender Male 4,875,586 2,651,557

Figure 2. Student Enrollment in Tech-Prep

2,000,000 1,597,451 1,622,933

B. State Progress in Meeting Perkins Performance Levels

States Attainment Completion Placement Nontraditional

States Attainment Completion Placement Nontraditional

States Attainment Completion Placement Nontraditional

States Attainment Completion Placement Nontraditional

Number of States Meeting or Exceeding Performance Levels for…

Number of States Meeting or Exceeding Performance Levels for…

Attainment Completion Placement Nontraditional

Attainment Completion Placement Nontraditional

States/TotalTech- Prep Attainment Completion Placement Nontraditional

1. Secondary Performance Levels

Figure 3. Trends for Secondary Academic and Technical Skill Sub-

Completion Diploma Placement

Figure 5. Trends for Secondary Nontraditional Sub-indicators: PY

Nontraditional Placement Nontraditional Completion

2. Postsecondary Performance Levels

Figure 6. Trends for Postsecondary Academic and Technical Skill

Diploma Total Placement Retention

Figure 8. Trends for Postsecondary Non-traditional Sub-

Nontraditional Participation Nontraditional Completion

Perkins State Allocations: PY 2003-2004

States’ Definitions of “Concentrators:” PY 2003-2004

2P1, 3P1, 3P2 & 4P2: A student who:

States’ Measurement Approaches for

Figure 5. Measurement Approaches

Course Completion (7)

Figure 6. Measurement Approaches

National/state assessment (30)

Program completion (8)

Figure 8. Measurement Approaches Used by States

Course completion (8)

The term `displaced homemaker' means an individual who--

INDIVIDUAL WITH LIMITED ENGLISH PROFICIENCY

INDIVIDUAL WITH A DISABILITY