CTE Core Performance Indicators and Follow Up Survey

Core Performance Indicators

Highlights

Record Level: Student by Year by Program
Population: Students in the Michigan Career and Technical Education system
Records per Year: 85,000-150,000
Years Covered: 2010-Present

Description

The CTE Core Performance Indicator (CPI) dataset contains a series of binary (0,1) variables for each row (i.e. student by year that is used to calculate rates for several federally mandated “performance indicators” (labeled using a 1S1, 1S2, 2S1, 2S2 numbering system). Each CPI has a set of rules for determining whether a student should be counted in the denominator and numerator for calculating rates. Records with a positive value for denominator should be included in a calculation. Students with a positive value for the numerator should be indicated as a positive value for the calculation itself. You can see examples of numerator and denominator definitions below.

The region, school, and program enrollment information for each record is also included in this dataset. 

Perkins IV to Perkins V Transition

In 2019, the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) went into effect, changing federal mandates for CTE programs, including the Core Performance Indicators. Our data reflects this change starting in the 2019-2020 school year. Many of the same questions are asked, but the definitions change and the number associated with each question has changed.

The MERI CPI dataset accounts for these changes by including two sets of variables, one for Perkins IV CPIs (2010-2019) and another for Perkins V CPIs (2020-current). These different sets of variables are indicated by the ends of the variable names, either “_P4” for Perkins IV or “_P5” for Perkins V. In years for which these CPIs were not collected, the variables are set to missing.

Some of the region and cluster variables were also added to the dataset in 2020 and therefore are missing for years prior to 2020. 

Key Variables

The main variables in this dataset are binary indicators for numerators and denominators for Perkins IV: 1s1, 1S2, 2S1, 3S1, 4S1, 5S1, 6s1, 6s2 and Perkins V: 1S1, 2S1, 2S2, 2S3, 3S1, 4S1, and 5S1. 

Below are the Perkins V Definitions:

1S1 Numerator Definition: 

The number of CTE concentrators who graduated from high school, as measured by the four-year adjusted cohort graduation rate (defined in section 8101 of the Elementary and Secondary Education Act of 1965).

1S1 Denominator definition:

Number of CTE concentrators who, in the preceding reporting year, were included in the State’s computation of its graduation rate as defined in the State’s Consolidated Accountability Plan pursuant to Section 1111(b)(2) of the ESSA

2S1-3 Numerator Definition: 

Number of CTE concentrators who have met the proficient or advanced level on the statewide high school [reading and language arts/mathematics/science] assessment administered by the state under Section 1111(b)(3) of the Elementary and Secondary Education Act (ESEA) as amended by the No Child Left Behind Act, based on the scores that were included in the state’s computation of adequate yearly progress (AYP) and who in the reporting year.

2S1-3 Denominator Definition:

The denominator is number of CTE concentrators who took the ESEA assessment in [reading and language arts/mathematics/science] and who, in the reporting year, exited secondary education.

3S1 Numerator Definition: 

The number of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or 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 employed.

3S1 Denominator definition:

The denominator is all CTE concentrators exiting and responded to the follow-up survey in the preceding reporting year.

4S1 Numerator Definition: 

Number of CTE concentrators in secondary CTE programs and programs of study that lead to non-traditional fields who are a gender that comprises less than 25 percent of the individuals employed in the occupation or field of work for which the CTE program prepares students.

4S1 Denominator definition:

Number of CTE concentrators in a CTE program or program of study that leads to a nontraditional field, during the reporting year.

5S1 Numerator Definition: 

Number of CTE concentrators who graduated from high school in the preceding reporting year who have attained a recognized postsecondary credential.

5S1 Denominator definition:

Number of CTE concentrators who graduated from high school in the preceding reporting year.