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.
CTE Follow Up Survey
Highlights
Record Level: Student by Year by Survey
Population: Students who finished a Michigan Career and Technical Education program as a concentrator or completer
Records per Year: 15,000-30,000
Years Covered: 2010-Present
Description
The CTE Follow Up Survey is administered to CTE concentrators and completers two quarters after high school graduation (surveys completed Oct-Dec with CTEIS entry due by mid-Jan). The survey is primarily used to calculate “placement” numbers (one of the Perkins V Core Performance Indicators). Students are considered “placed” if they are enrolled in any postsecondary education or advanced training, serving in the military or in a national service program, and/or are employed. The survey asks students what they are currently doing and also collects information about work hours, wages, and work and school relatedness to their CTE program. The data available is either student self-response data or manually input by a teacher or school administrator who contacted the student to administer the survey.
Enrollment Information
Enrollment information in the follow up survey data may differ slightly from information in the CTE Program Enrollment file, due to user input decisions or taking the survey for a CTE program other than the expected program. We have included the school, district, and program information indicated in the survey and tagged these variables “SURVEY_”, for example, “SURVEY_SCHOOL_CODE”, to differentiate them from similar variables in the Program Enrollment file.
User Input
The survey logic prompts respondents to skip some questions depending on answers to prior questions. Whether a student has left a question blank because it was appropriately skipped or because they elected not to respond is indicated using different missing codes in the dataset. Some questions are not asked if the survey is being completed by a proxy (e.g. parent). Researchers are advised to consult the CTEIS Follow Up webpage for more information about survey administration, exact question text, etc.
If a respondent responds “other” to some questions, they may be prompted to write in a custom response. In these instances, the response is included as the respondent wrote it in a variable tagged “_OTHER”, for example “Q_SCHOOL_TYPE_OTHER”.
Nonresponse
While attempts are made to survey every graduated CTE concentrator and completer, some are never successfully surveyed. Data about non-respondents is not available in the current version of this file but we plan to add a set of variables to help researchers account for nonresponse bias in future versions. Researchers can contact MEDC for status updates.
Key Variables
The data is mostly the exact responses to every survey question. Broad categories include what activities a student is currently engaged in (such as postsecondary education or work), wage information, and how much they use their CTE skills in their job or education program. There is also an indicator for whether the survey was completed via proxy and some CTE program information (e.g. CEPD, federal cluster, school code) associated with the program the student is being surveyed about.