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Perkins Accountability
Core Indicators
Definitions & Methodology
Perkins Accountability
The global economy we are now in has
policymakers, educators, business, and
industry leaders all focused upon
strengthening the United States for
competition in this new arena.
Towards this end, career education must
now provide people with the needed
assistance and skills to realize the
opportunities and meet the challenges of
the international workplace.
Accountability is taking a bigger role
Are the academics and career and technical skills of
career education postsecondary students being more
fully developed?
Are these students being assisted in meeting higher,
more rigorous standards?
Are these students being prepared for high skill, high
wage, or high demand occupations in current or
emerging professions; or further education?
CTE Concentrator
A postsecondary/adult student who: (1) completes
at least 12 academic or CTE credits within a single
program area sequence that is comprised of 12 or
more academic and technical credits and
terminates in the award of an industry-recognized
credential, a certificate, or a degree; or
(2) completes a short-term CTE program
sequence of less than 12 credit units that
terminates in an industry-recognized credential, a
certificate, or a degree.
CTE Participant
A postsecondary/adult student who has
earned one (1) or more credits in any
CTE program area.
Postsecondary Indicators
1P1: Technical Skill Attainment
2P1: Credential, Certificate, or Diploma
3P1: Student Retention or Transfer
4P1: Student Placement
5P1: Nontraditional Participation
5P2: Nontraditional Completion
1P1: Technical Skill Attainment
Number of CTE concentrators who
passed technical skill assessments that
are aligned with industry-recognized
standards if available and appropriate,
during the reporting year.
1P1: Technical Skill Attainment
Going for the Gold
Any external, third-party
assessment that objectively
measures student attainment of
industry recognized skills,
appropriate to the educational
level of CTE concentrators.
Gold Standard Includes
National/International credentialing or certification
exams
State credentialing of licensing exams (e.g.
Cosmetology)
State developed exam tied to industry standards
Industry-developed exam for occupations
specialties (e.g. Certified Executive Chef)
Third party-exams measuring technical skills (NOCTI)
E-Mail Sent to John Haigh
February 27, 2008
3:51 P.M.
In Michigan, we are able to get information at the gold
level for certain programs but not others. We are
proposing that we report on those for which we can
currently get information. Our plan outlines how we
will add to this each year. Is this okay?
E-Mail Sent From John Haigh
February 28, 2008
8:48 a.m.
Yes
E-mail sent to Sharon Head
1/8/2008
8:53 a.m.
Should we report on all concentrators
even though different measures may
be used
(e.g. bronze and gold combined)?
E-mail from Sharon Head
1/9/2008
8:55 a.m.
States should not report
on the bronze and
gold combined method.
Currently, the focus is
gold.
1P1: Technical Skill Attainment
States must maintain an ‘approved’ list
Any test that meets the third-party standard
Any test that assesses industry-standards
Colleges can use different tests
Valid and Reliable
Measuring students and not tests
1P1: Technical Skill Attainment
Going for the Gold
Assessment Timeline
College’s ability to get 3rd party assessment
results (based upon MODAC survey)
Number of awards conferred – greatest impact
Programs selected represent 37.89% of awards
conferred during 2006-07
1P1: Technical Skill Attainment
Going for the Gold
Proposed timeline distributed
and discussed at MCCDEC
Builds upon each year by adding programs
Can still be modified
http://www.michigancc.net/resources/misc/
1P1: Technical Skill Attainment
Security and Protective Services
43.0102 Corrections
43.0103 Criminal Justice/Law
Enforcement Administration
43.0107 Criminal Justice/Police Science
43.0202 Fire Services Administration
43.0203 Fire Science/Firefighting
1P1: Technical Skill Attainment
Health Related
51.0601 Dental Assisting/Assistant
51.0602 Dental Hygiene/Hygienist
51.0801 Medical/Clinical Assistant
51.0803 Occupational Therapist Assistant
51.0805 Pharmacy Technician/Assistant
51.0904 Emergency Medical Technology
51.0907 Medical Radiological Tech/Science
1P1: Technical Skill Attainment
Health Related
51.0908 Respiratory Care Therapy/Therapist
51.0909 Surgical Technology/Technologist
51.0911 Radiological Technology/Science
51.1004 Clinical/Medical Laboratory Technician
51.1008 Histological Technician
51.1601 NURSING (RN)
51.1613 NURSING (LPN)
51.1614 Nurse/Nursing Assistant/Aide
1P1: Technical Skill Attainment
Business Management, Marketing
and Related Support Services
52.0901 Hospitality Administration/
Management, General [HRA]
Assessment Timeline
(Awards)
100% 99.81% 100%
90% N = 16,175
80%
70% 66.78%
57.71%
60%
51.36%
50% 46.28%
40%
37.69%
30%
20%
10%
0%
Baseline 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
(2006-07)
Assessment Timeline
(Number of Programs)
N = 245
1.20
100.00%
1.00
Percent/Year
P Rolling Percent
e
0.80
r
c
e
0.60 55.10%
n
t 44.90%
a 40.82%
0.40
g 29.80%
e
21.63%
0.20
8.57% 13.06% 14.29%
11.02%
8.16%
0.00
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
Year
NSWG (Next Steps Work Group)
State Career and Technical Education
Directors and others who share an interest
in the effective implementation of Perkins
Accountability activities.
Monthly conference calls are held for the
group to discuss issues related to
accountability and performance
measurement
Priority for NSWG in 2008
Occupational Licensure
David Stevens (University of Baltimore) was
invited to present the major findings of his
recently published report based upon input
from a handful of states that have experience
with procuring data on such licenses and on
industry certifications.
The report concluded:
Such licenses generally meet the
Perkins IV accountability criteria
High validity
Passable reliability (given geographic
challenges especially reciprocity),
Typically high agreement with industry
standards (in most, but not all cases)
Low quality of timely data availability
The report also concluded:
A national approach is not feasible;
Each state will need to find its best
way of utilizing this approach;
There are reasons for increased
credentialing importance that go beyond
the technical skill proficiency indicator;
and
He expects to see an increase in the
number of occupations covered.
Technical Skill Taskforce
[National Initiative]
In process is the development of a master plan for
technical skill assessments.
A vision for a national assessment system comprising
of a test item bank has been drafted by a small task
force.
This will be reviewed by a group of state CTE
directors and a survey of all states.
States and test developers will be convened in
March/April and a feasibility and design report
composed thereafter.
Validity and Reliability Checklist Taskforce
[National]
To develop a checklist for use by OVAE staff
when reviewing accountability portion of state
plans.
This will enable them to relay better information to
policy staff, who determines whether to accept
the plan as is.
The members strongly recommended that a
product be developed by the taskforce that states
can use.
Checklist should be different for secondary and
postsecondary
2P1: Credential, Certificate, or Diploma
Number of CTE concentrators
who received an industry-
recognized credential, a
certificate, or a degree and left
postsecondary education
during the reporting year.
2P1: Credential, Certificate, or Diploma
A “leaver” is defined as a student who is no
longer enrolled in any postsecondary institution.
Students who are no longer enrolled at your
institution should be counted as retained only
if you can verify the student’s enrollment at
any other postsecondary institution
2P1: Credential, Certificate, or Diploma
Students who did not receive an award
(i.e., certificate or degree) from your college,
but did receive an industry-recognized
credential can be counted if data are
available directly from the credentialing entity.
3P1: Student Retention or Transfer
Percent of CTE concentrators who
remained enrolled in their original
postsecondary institution
or transferred to another 2- or 4-year
postsecondary institution
but did not earn an industry-recognized credential,
a certificate, or a degree in the previous reporting
year.
4P1: Student Placement
Number/Percent of CTE
concentrators who were
placed or retained in
employment
military service or
apprenticeship programs
in the 2nd quarter following the
program year in which they left
postsecondary education
4P1: Student Placement
Do not include award recipients or other CTE
concentrators who are still enrolled at your institution,
in another postsecondary institution as identified by a
student tracking service, or in another postsecondary
institution as indicated by survey responses.
Do not include students identified as leavers who
indicate via survey responses that they are not
employed and are not seeking employment.
5P1: Nontraditional Participation
Percent of CTE participants from
underrepresented gender groups who
participated (were enrolled) in a program that
leads to employment in nontraditional fields
during the reporting year.
5P2: Nontraditional Completion
Number/Percent of CTE concentrators
from underrepresented gender groups who
completed a program that leads to
employment in nontraditional fields during
the reporting year.
Non-Traditional Programs
Listing put together by NAPE (National Alliance
for Partnerships in Equity)
Will remain stable for the entire period of the
legislation
www.michigancc.net/resources/def
High Wage, High Skill,
High Demand Occupations
This Perkins IV legislation encourages individual
states to develop their own, precise definitions of
these terms for program applications.
Occupational Supply Demand System
Developed by a national consortium under a grant
from the U. S. Dept. of Labor to Georgia State
University's Georgia Career Information Center
(GCIC) in collaboration with the Georgia Department
of Labor. GCIC continues to host, update, and make
refinements to the OSDS.
http://www.occsupplydemand.org
4 states have included information
[Ohio, Georgia, Montana, Oregon]
Occupational Supply Demand System
[National]
Combines national and state-level occupational
characteristics, projections, wage trends, and
industry employment (demand) with postsecondary
graduation data (supply) for analysis of labor
markets and training options.
OSDS helps business and industrial analysts,
program planners, workforce administrators and
others determine labor availability and training
programs offerings based on the supply demand
mix.
High Wage, High Skill, or High Demand
Occupations
Driven by Occupations
Crosswalk Between CIP Codes and SOC codes
Some CIP Code programs train students for
more than 1 occupation
Complete Crosswalk can be found at
www.michigancc.net/resources/def
Hope to have the Program Inventory
Updated
High Demand Occupations
More than an average employment growth rate
of 7.7% (reported by Michigan Dept of Labor for
all occupations, 2004-2014), or above the
median annual openings (67).
High Wage Occupations
Occupations paying at or above the
median hourly wage of $15.86 or the
mean annual wage of $41,230 or more
(Bureau of Labor Statistics, Occupational
Employment and Wage Estimates, 2006) .
High Skill Occupations
Minimum educational requirement of postsecondary
training or those occupations with long-term on-the-
job training or related work experience as a minimum
educational requirement, and postsecondary training
or above as a competitive educational requirement.
Many of these occupations may also be defined in
terms of the Occupational Information Network
(O*Net) System, as occupations which could require
at least some college. (O*Net OnLine at
http://online.onetcenter.org/find/.)
Perkins IV Core Indicators
Data for 2007-08 will be collected in the
Fall (May have to modify due date for
Placement)
It will be collected at the program level
Special Populations
Tech Prep
Locals Do Have Options
Colleges can accept state levels or negotiate
different targets with the State
Part 4 of the Annual Application, Accountability, has
been updated to allow colleges to either accept or
reject the state proposed levels
If rejects state levels, the college must provide the
level it would like to aim for along with supporting
data
Targets are negotiated at 2-year intervals
If a local fails to meet the adjusted level for a
24 month period:
The state may withhold all or part of the local’s
allocation.
If a state withholds funds from a local program,
it must use them to provide, through
alternative arrangements, services and
activities to students within the area served by
the local program.
Work in Progress
Nothing is carved in stone
Anything can still be modified
Reliability and Validity will be an on-going
issue throughout the legislation
It will take a few years to refine our core
indicator data
Contact Information
Rhonda Burke, Higher Education
Consultant
burker1@michigan.gov
517-335-0402
