Accountability

Perkins V Specifics: Accountability and continuous improvement remain key tenets in Perkins V. While the performance indicators for postsecondary CTE did not significantly change, there is an increased focus on transparency and equity. Perkins V also outlines new guidelines for states, which are as follows:

  • States no longer negotiate performance levels with U.S. Department
    of Education (although the Secretary of Education still has the authority to approve or disapprove performance levels as part of the State Plan
    review/approval process)
  • Eligible agencies consult with stakeholders to develop “State
    Determined Levels of Performance”
  • All four years of targets must be included in State Plan (reinforces strategic,
    long-term planning)
  • States must continually make progress toward improving the
    performance of all CTE students, including special populations and other sub-populations

Following are the State Determined Levels of Performance (SDLPs) that were developed in consultation with stakeholders. ICCB staff also considered Illinois’ vision and goals for CTE, as well as long-term planning when developing the SDLPs.

Data

Postsecondary Perkins accountability data is comprised of three performance indicators. These indicators do not differ greatly from those of Perkins IV, rather, they have been condensed into three indicators as opposed to six. Those indicators and accompanying definitions are included below.

1P1: Postsecondary Retention and Placement
The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in advanced training, military service, or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained in employment.

  • Numerator: Number of individuals in the denominator who in the second quarter after program completion are in a postsecondary education or advanced training, military service or a service program, that receives assistance under Title I of the National Community Service Act or are employed.
  • Denominator: Number of individuals earning 12 Credits in CTE via course level
    submission to ICCB (AC) OR who completed a CTE Degree or Certificate but earned less than 12 CTE credits in a cohort year.

2P1: Credential, Certificate or Degree
The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion.

  • Numerator: Number of CTE concentrators from the denominator who have received a degree, certificate, or industry credential approved for a specific CTE program in the prior reporting year or within one year of program completion
  • Denominator: Number of individuals earning 12 Credits in CTE via course level
    submission to ICCB (AC) OR who completed a CTE Degree or Certificate but earned less than 12 CTE credits in a cohort year.

3P1: Non-traditional Program Enrollment
The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.

  • Numerator: Number of under-represented CTE concentrators in non-traditional CTE programs during the reporting year.
  • Denominator: Number of individuals earning 12 Credits in CTE via course level
    submission to ICCB (AC) OR who completed a CTE Degree or Certificate but earned less than 12 CTE credits in a cohort year.

Resources