The public comment period is now open for the State Determined Level of Performance (SDLP) proposed targets for fiscal years 2025 to 2028.

Please join ICCB and ISBE on February 27 for a webinar to review the proposed SDLPs, as well as review the updates to the State Plan. Register here for the webinar:

The U.S. Department of Education requires states to create new performance targets to be submitted in conjunction with the FY25-FY28 Perkins State Plan. Table 1 below shows the proposed target percentages (in green), as well as the past and current targets for fiscal years 201 to 2024, for reference. The acronym “ALP” in the table below means Actual Level of Performance. The percentages in the ALP rows (in red) are how the state of Illinois actually performed versus the target directly above it. Postsecondary CTE has consistently exceeded the targets over the past several years.

The public comment period is open from February 16, 2024 – March 08, 2024.
Please send all feedback to:

The following factors were used to determine the proposed targets:

  • Historical Performance and Trend Analysis:
    • An analysis of the historical performance data for each measure (1P1, 2P1, and 3P1). This included analyzing past targets versus the actual performance achieved. Post-COVID Illinois has seen a significant amount of hiring and job openings as businesses reopened and normal operations resumed. However, this will not continue indefinitely, and the labor market often goes through downturns after periods of growth and expansion. We believe it best to take a conservative- yet continuous improvement- approach to target setting as we move forward.
    • An examination of the trend in actual performance relative to the targets over the past three years (we do not yet have data for fiscal year 2024).
  • Gradual Improvement and a Balanced Approach:
    • A consideration of the organization’s ability to improve over time, and then utilizing this logic to set targets that reflect a gradual improvement from historical performance, balancing ambition with achievability. This included avoiding setting targets unrealistically high to prevent demotivation or unrealistic expectations.

Additional factors of significance:

  • CTE continues to be crucial to the revitalization of our economy.
  • Community colleges experienced an increase in headcount and FTE for the 2nd year in a row, in which CTE increased by 10.4 percent in headcount.
  • Statewide initiatives like PATH (our healthcare grant) and the new EV initiative will get more students interested in nontraditional careers, especially in healthcare which has seen probably the largest shift away from being dominated by a single sex.


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.


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.