Perkins V requires a state performance accountability system to promote continuous CTE program improvement. Federal funding is dependent upon the State meeting performance goals that address the indicators for student achievement outlined in the federal law. Colleges, Local school districts and multidistrict consortia are assessed annually for performance on these indicators, which are referred to as the Perkins Accountability Indicators. 
  
The Perkins V accountability system evaluates the extent to which Colorado’s CTE concentrators meet state-determined levels of performance across several secondary and postsecondary indicators of performance. The established and selected indicators ensure as a state we can assess the effectiveness of our programs in achieving statewide progress in career and technical education and to optimize the return on investment of Federal funds in career and technical education. 

Most recent state Performance (link to that page on Perkins or the document*)

Secondary

Student Definitions:

  • Participants – A secondary student who has earned credit for one (1) or more courses within any CTE program where course is defined as one Carnegie Unit of credit. 
  • Concentrators – A secondary student who has earned credit for two (2) or more Carnegie Units within a CTE program as defined in the program approval documentation. (Typically, one Carnegie Unit is the equivalent of one year-long course.) 
  • Completers – A secondary student who has earned credit for the required minimum courses within a CTE program as defined in the program approval documentation. 

Indicators

Percentage of CTE concentrators who in their 4th year of high school met graduation requirements compared to all CTE concentrators in their 4th year of high school.  

Percentage CTE concentrators graduating in their 4th year of HS who met the ESSA-proficient level on SAT in 11th grade compared to graduating CTE concentrators. 

Percentage CTE concentrators graduating in their 4th year of HS who met the ESSA-proficient level on SAT in 11th grade compared to graduating CTE concentrators. 

Percentage CTE concentrators graduating in their 4th year of HS who met the ESSA-proficient level on 11th grade CMAS compared to graduating CTE concentrators. 

Percentage of CTE concentrators who graduated high school and are placed in employment, postsecondary education, apprenticeship or advanced training, military service, AmeriCorps or Peace Corps two quarters after the end of the academic reporting year (i.e., CTE concentrators are assessed between October 1 and December 31 following high school graduation) compared to graduating concentrators who responded to the placement survey and were seeking employment or further education.

Percentage of CTE concentrators enrolled in programs in which their gender is underrepresented in the program compared to all CTE concentrators enrolled in programs designated as non-traditional to a particular gender.  *Note, this would include programs such as welding where females are underrepresented and early childhood education where males are underrepresented in the workforce in these occupations. 

Percentage of CTE concentrators graduating in the current year who participated in work-based learning as part of their CTE program compared to all CTE concentrators graduating in the year.  **Note, work-based learning includes apprenticeship, clinical experience, credit for work, school-based entrepreneurship, and industry sponsored projects.

Postsecondary

Student Definitions:

  • Participants – A postsecondary student who has completed at least one (1) CTE course in a CTE program (defined by CIP code) within the reporting year. 
  • Concentrators – A postsecondary student who, within the reporting year, has: 
    • earned at least twelve (12) CTE credits within a single CTE program (defined by CIP code), or
    • completed such a program if the program is twelve (12) or fewer credits.
  • Completers – A postsecondary student who has completed the required minimum credits within a CTE program and has received a certificate or degree. 

Indicators

Percentage of CTE completers who were placed in employment, postsecondary education, apprenticeship or advanced training, military service, AmeriCorps or Peace Corps two quarters after the end of the academic reporting year (i.e., CTE concentrators are assessed between October 1 and December 31 following high school graduation) compared to graduating concentrators who responded to the placement survey. 

Percentage of college completers who earned a recognized postsecondary credential during participation or within one year of completion of the program.  ***Note that a degree or certificate in addition to completion of an apprenticeship or industry recognized credential is recognized as a postsecondary credential. 

Percentage of CTE concentrators enrolled in programs in which their gender is underrepresented in the program compared to all CTE concentrators enrolled in programs designated as non-traditional to a particular gender.  *Note, this would include programs such as welding where females are underrepresented and early childhood education where males are underrepresented in the workforce in these occupations.