Perkins IV Accountability · E-transcript SCED (School Codes for the Exchange of Data) transition NSSRS Data Quality Curriculum Data Conference (April 28, 2008) Standards Revision

Perkins IV Accountability Perkins IV Accountability

Nebraska’s Update and Discussion

January 16, 2008

Perkins IV Accountability Perkins IV Accountability

Nebraska’s Update and Discussion

January 16, 2008

Goals for the Day Goals for the Day

� Update on Perkins Accountability � Review, Refine, and Ratify Resources ◦ Templates ◦ Tools ◦ Guidance

� Discuss specific issues related to Nebraska Perkins Accountability (Secondary / Postsecondary)

Goals for the Day Goals for the Day

Update on Perkins Accountability Review, Refine, and Ratify Resources

Discuss specific issues related to Nebraska Perkins Accountability (Secondary / Postsecondary)

FAQ’s and Resources FAQ’s and Resources

�Question and Answer forms

� Online Perkins Resource Center

FAQ’s and Resources FAQ’s and Resources

Question and Answer forms

Online Perkins Resource Center

Updates Updates

� NDE Data Initiatives ◦ Statewide Longitudinal Data System ◦ E-transcript ◦ SCED (School Codes for the Exchange of

Data) transition ◦ NSSRS ◦ Data Quality Curriculum ◦ Data Conference (April 28, 2008) ◦ Standards Revision (LB 653)

NDE Data Initiatives Statewide Longitudinal Data System

SCED (School Codes for the Exchange of

Data Quality Curriculum Data Conference (April 28, 2008) Standards Revision (LB 653)

Updates Updates

� Perkins State Plan ◦ Public Hearings (February 13 and 15)

� NCE Model ◦ Career Clusters and Pathways

� Reporting Enrollments ◦ 16 Clusters + 1 ◦ Migrant Worker subcategory added ◦ Elimination of Other Educational Barriers

Perkins State Plan Public Hearings (February 13 and 15)

Career Clusters and Pathways

Reporting Enrollments

Migrant Worker subcategory added Elimination of Other Educational Barriers

Updates Updates � Programs of Study ◦ Essential Components (size, scope, quality) ◦ Online Tool (Through Portal) ◦ Three options for Approval (Secondary)

� Three Options ◦ State Models ◦ Locally Developed Programs of Study ◦ Nationally developed Programs

Programs of Study Essential Components (size, scope, quality) Online Tool (Through Portal) Three options for Approval (Secondary)

Locally Developed Programs of Study Nationally developed Programs

Updates Updates � High Skill, High Wage, and/or High

Demand Definitions ◦ Working with Department of Labor ◦ Other state examples ◦ 10-20% above the average ◦ Used to define priority programmatic areas

� Working to use tools and resources ◦ Labor Market Information ◦ EMSI / CC Benefits ◦ Economic Development Priorities

High Skill, High Wage, and/or High Demand Definitions

Working with Department of Labor Other state examples

20% above the average Used to define priority programmatic areas

Working to use tools and resources Labor Market Information EMSI / CC Benefits Economic Development Priorities

Update Update

� Timing ◦ Federal and State ◦ NSSRS Reporting (Secondary) ◦ Perkins Data Collection (Postsecondary)

� Major Definitions and Measures changes ◦ NCLB / AYP alignment on measures ◦ Concentrator Definition (Postsecondary) ◦ Nontraditional Participation (all) ◦ Retention in School (Postsecondary)

Federal and State NSSRS Reporting (Secondary) Perkins Data Collection (Postsecondary)

Major Definitions and Measures changes NCLB / AYP alignment on measures (Secondary)

Concentrator Definition (Postsecondary) Nontraditional Participation (all) Retention in School (Postsecondary)

Timing and Measures Timing and Measures Indicators

Secondary Level – 8 Indicators

1S1 Academic Attainment Reading/Language Arts

1S2 Academic Attainment Mathematics

2S1 Technical Skill Attainment 3S1 Secondary School Completion 4S1 Student Graduation Rates 5S1 Secondary Placement 6S1 Nontraditional Participation 6S2 Nontraditional Completion

Timing and Measures Timing and Measures - - Secondary Secondary Transition

Year

2007‐2008

2008 2013

8 Indicators

Academic Attainment – Reading/Language Arts

X X

Academic Attainment – X X

Technical Skill Attainment Not required X

Secondary School Completion Not required X

Student Graduation Rates X X

Secondary Placement Not required X

Nontraditional Participation Not required X

Nontraditional Completion Not required X

Timing and Measures Timing and Measures

Indicators Postsecondary – 6 Indicators

1P1 Technical Skill Attainment 2P1 Credential, Certificate, or Degree 3P1 Student Retention and Transfer 4P1 Student Placement 5P1 Nontraditional Participation 5P2 Nontraditional Completion

Timing and Measures Timing and Measures - - Postsecondary Postsecondary Transition

Year

2007‐2008

20082013

Technical Skill Attainment Not

required X

Credential, Certificate, or Degree Not

required X

Student Retention and Transfer Not

required X

Student Placement Not

required X

Nontraditional Participation Not

required X

Nontraditional Completion Not

required X

Update Update

� Negotiations and Goals ◦ Setting State Goals ◦ Sanctions & Improvement Plans ◦ 90% of each measure considered met ◦ No bundling

� Negotiation this Spring with USDE on goals -- FAUPL (Federal Agreed Upon Performance Levels)

Negotiations and Goals Setting State Goals Sanctions & Improvement Plans 90% of each measure considered met

Negotiation this Spring with USDE on FAUPL (Federal Agreed Upon

Performance Levels)

Update Update

� Follow up Data (Placement) ◦ Administrative Matches, Surveys ◦ During 2 nd Quarter after Completion

� Technical Skill Attainment ◦ Industry Certification ◦ Third Party Assessment ◦ Locally Developed Criterion

� Changing Race and Ethnicity Categories

Follow up Data (Placement) Administrative Matches, Surveys

Quarter after Completion

Technical Skill Attainment Industry Certification Third Party Assessment Locally Developed Criterion

Changing Race and Ethnicity Categories

What data is due, when? What data is due, when?

� June 30, 2008 ◦ Programs Fact Template NSSRS

� September 15, 2008 ◦ Postsecondary enrollment (by clusters) ◦ Baseline data

� Fall 2008 ◦ Post School Survey Template (NSSRS)

What data is due, when? What data is due, when?

Programs Fact Template NSSRS

September 15, 2008 Postsecondary enrollment (by clusters)

Post School Survey Template (NSSRS)

Changing Race and Ethnicity Changing Race and Ethnicity

Final US Department of Education Guidance on Maintaining, Collecting, and Reporting

Racial and Ethnic Data

December 2007

Changing Race and Ethnicity Changing Race and Ethnicity

Final US Department of Education Guidance on Maintaining, Collecting, and Reporting

Racial and Ethnic Data

December 2007

Background Background

� Guidance Released 10/19/2007 � 1997 Office of Management and Budget

Revisions (10/30/1997) � 2000 U.S. Census � Education is last federal agency to

implement

Guidance Released 10/19/2007 1997 Office of Management and Budget Revisions (10/30/1997) 2000 U.S. Census Education is last federal agency to


� Current Racial/Ethnic Categories ◦ American Indian/Alaska Native ◦ Asian or Pacific Islander ◦ Black, not of Hispanic origin ◦ Hispanic ◦ White, not of Hispanic origin

� An individual may only be reported in ONE category � These categories will be in effect through the

2009-10 school year

Current Racial/Ethnic Categories American Indian/Alaska Native Asian or Pacific Islander Black, not of Hispanic origin

White, not of Hispanic origin An individual may only be reported in ONE

These categories will be in effect through the 10 school year


� NDE collects race/ethnicity through ◦ The Student Record Collection ◦ The Special Education SIS ◦ STARS including Writing ◦ The Fall Personnel Collection ◦ Perkins � Many federal reporting requirements

require disaggregation by race/ethnicity including Perkins

NDE collects race/ethnicity through The Student Record Collection The Special Education SIS STARS including Writing The Fall Personnel Collection

Many federal reporting requirements require disaggregation by race/ethnicity including Perkins

The Guidance The Guidance

� How educational institutions will collect and maintain racial and ethnic data from students and staff � How educational institutions will aggregate

racial and ethnic data when reporting to USED � How data on multiple races will be reported

and aggregated under NCLB � The implementation schedule

How educational institutions will collect and maintain racial and ethnic data from students

How educational institutions will aggregate racial and ethnic data when reporting to

How data on multiple races will be reported and aggregated under NCLB The implementation schedule

The Guidance The Guidance

For the first time, individuals may identify themselves as being of or belonging to more than one race ◦ 6.8 million people in 2000

� Self or Parent-identification encouraged ◦ Observer identification still an issue

� Re-identification strongly encouraged � Required 2-part question � Required for reporting of data on the 2010

school year ◦ September, 2010 Fall Membership

For the first time, individuals may identify themselves as being of or belonging to more than

6.8 million people in 2000 identification encouraged

Observer identification still an issue identification strongly encouraged

part question Required for reporting of data on the 2010-11

September, 2010 Fall Membership

The 2 The 2- -part Question part Question

Please answer both questions 1 and 2.

1. Are you Hispanic or Latino? (choose only one) No, not Hispanic or Latino Yes, Hispanic or Latino

2. What is your race? (choose one or more) � American Indian or Alaska Native � Asian � Black or African American � Native Hawaiian or Other Pacific Islander � White

part Question part Question

Please answer both questions 1 and 2.

Are you Hispanic or Latino? (choose only one) No, not Hispanic or Latino Yes, Hispanic or Latino

What is your race? (choose one or more) American Indian or Alaska Native

Black or African American Native Hawaiian or Other Pacific Islander

The Reporting Categories The Reporting Categories

� For reporting to USDE, states and others will use these aggregate categories �Hispanic/Latino of any race � American Indian or Alaska Native � Asian � Black or African American �Native Hawaiian or Other Pacific Islander �White � Two or more races � This is aligned with EEOC reporting of staff

The Reporting Categories The Reporting Categories

For reporting to USDE, states and others will use these aggregate categories

Hispanic/Latino of any race American Indian or Alaska Native

Black or African American Native Hawaiian or Other Pacific Islander

Two or more races This is aligned with EEOC reporting of staff

The Issues (some of them) The Issues (some of them) � “Race Unknown” not allowed for K � Observer identification mandatory � Who is the observer? � Distance education issues � Re-identification (strongly encouraged) � Timing � Burden on school districts � Perkins � Trend data impacted � AYP categories will not necessarily change � Information systems � Major changes in data collections at NDE � STARS, Perkins must be changed � School district student information systems may require

vendor changes for data entry and storage � Must adopt standard set of codes to use statewide

The Issues (some of them) The Issues (some of them) “Race Unknown” not allowed for K-12

Observer identification mandatory Who is the observer? Distance education issues

identification (strongly encouraged)

Burden on school districts

Trend data impacted AYP categories will not necessarily change

Information systems Major changes in data collections at NDE STARS, Perkins must be changed School district student information systems may require vendor changes for data entry and storage Must adopt standard set of codes to use statewide

Implementation Schedule Implementation Schedule

� Data for the 2010- � Fall Student NSSRS Record Collection � Statewide Assessments � December 1, 2010 Child Count � 2010-11 Instructional Personnel � 2010-11 Discipline, Crime, and Violence

Report � Impacts 2010-11 Perkins Data

Implementation Schedule Implementation Schedule

-11 School Year Fall Student NSSRS Record Collection Statewide Assessments December 1, 2010 Child Count

11 Instructional Personnel 11 Discipline, Crime, and Violence

11 Perkins Data

Breakout Agenda Breakout Agenda � Secondary ◦ Programs of Study ◦ Aligning to Clusters ◦ Appendix D, SCED, and the future ◦ NSSRS ◦ Academic Attainment Measures (1S1, 1S2 and

Timing) � Programs FACT � Post School Survey � Issues with Measures for 2007 ◦ Technical Skill Attainment ◦ Determining State Levels

Breakout Agenda Breakout Agenda

Programs of Study Aligning to Clusters Appendix D, SCED, and the future

Academic Attainment Measures (1S1, 1S2 and

Post School Survey Issues with Measures for 2007-08

Technical Skill Attainment Determining State Levels

Historical Data 1S1 Nebraska Historical Data 1S1 Nebraska

FY2000 FY2001 FY2002

Negotiated Levels 61.43 62.43 64.00 Actual Level of Performance 59.28 61.62 65.28

40.00

45.00

50.00

55.00

60.00

65.00

70.00

75.00

P e r c e n t a g e

M e t

G o a l

Academic Attainment Secondary 1S1


FY2002 FY2003 FY2004 FY2005 FY2006 FY2007

64.00 65.00 66.00 67.00 68.62 70.50

65.28 71.78 68.89 72.08 71.00 68.76 Program Year

Academic Attainment Secondary 1S1

Negotiated Levels

Actual Level of Performance


FY2000 FY2001 FY2002

Negotiated Levels 89.63 90.63 90.63

Actual Level of Performance 95.61 95.55 95.99

60.00

65.00

70.00

75.00

80.00

85.00

90.00

95.00

100.00

M e t

M e a s u r e

Completion Secondary


FY2002 FY2003 FY2004 FY2005 FY2006 FY2007

90.63 90.63 90.63 95.00 95.00 95.00

95.99 93.46 98.01 97.73 95.92 96.71 Program Year

Completion Secondary

Negotiated Levels

Actual Level of Performance


FY2000 FY2001 FY2002



0.00

5.00

10.00

15.00

20.00

25.00

30.00

M e t

M e a s u r e

Secondary Nontrad Participation


FY2002 FY2003 FY2004 FY2005 FY2006 FY2007

12.00 14.00 16.00 17.00 20.00 21.00

14.22 24.80 21.36 21.86 25.93 21.90 Program Year

Secondary Nontrad Participation

Negotiated Levels

Secondary Definitions Secondary Definitions � CTE Participant:

A secondary student who has earned one (1) or more credits in any career and technical education (CTE) program area.

Secondary Definitions Secondary Definitions CTE Participant:

secondary student who has earned one (1) or more credits in any career and technical education (CTE) program area.

Secondary Definitions Secondary Definitions � CTE Concentrator:

student who has earned three (3) or more credits in a single CTE program of study area (e.g. health sciences or business administration), or ◦ two (2) credits in a single CTE program area, but only

in those program areas where 2 credit sequences at the secondary level are recognized by the State and/or its local eligible recipients

Secondary Definitions Secondary Definitions CTE Concentrator: A secondary student who has earned three (3) or more credits in a single CTE program of study area (e.g. health sciences or business administration), or

two (2) credits in a single CTE program area, but only in those program areas where 2 credit sequences at the secondary level are recognized by the State and/or its local eligible recipients.

Secondary Indicators Secondary Indicators � 1S1: Academic Attainment

Language Arts � 1S2: Academic Attainment � 2S1: Technical Skill Attainment � 3S1: Secondary School Completion � 4S1: Student Graduation Rates � 5S1: Secondary Placement � 6S1: Nontraditional Participation � 6S2: Nontraditional Completion

Secondary Indicators Secondary Indicators Academic Attainment – Reading / Language Arts Academic Attainment - Mathematics

Technical Skill Attainment Secondary School Completion Student Graduation Rates Secondary Placement Nontraditional Participation Nontraditional Completion

1S1: Academic Attainment 1S1: Academic Attainment Reading/Language Arts Reading/Language Arts � Numerator: Number of met the proficient or advanced level on the Statewide high school reading/language arts 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, left secondary education.

� Denominator: Number of took the ESEA assessments in reading/language arts whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.

1S1: Academic Attainment 1S1: Academic Attainment – – Reading/Language Arts Reading/Language Arts

Number of CTE concentrators who have met the proficient or advanced level on the Statewide high school reading/language arts 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, left secondary education.

Number of CTE concentrators who took the ESEA assessments in reading/language arts whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary

1S2: Academic Attainment 1S2: Academic Attainment Mathematics Mathematics � Numerator: Number of who have met the proficient or advanced level on the Statewide high school mathematics 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 AYP and who, in the reporting year, left secondary education

� Denominator: Number of ESEA assessments in mathematics whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.

1S2: Academic Attainment 1S2: Academic Attainment – –

Number of CTE concentrators who have met the proficient or advanced level on the Statewide high school mathematics 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 AYP and who, in the reporting year, left secondary education.

Number of CTE concentrators who took the ESEA assessments in mathematics whose scores were included in the State’s computation of AYP and who, in the reporting year, left

2S1: Technical Skill Attainment 2S1: Technical Skill Attainment

� Numerator: Number of concentrators who passed technical skill assessments that are aligned with industryrecognized standards, if available and appropriate, during the reporting year.

� Denominator: concentrators who took the assessments during the reporting year.

2S1: Technical Skill Attainment 2S1: Technical Skill Attainment

Number of CTE who passed technical

skill assessments that are aligned with recognized standards, if

available and appropriate, during the

Denominator: Number of CTE who took the

assessments during the reporting

3S1:Secondary School Completion 3S1:Secondary School Completion

� Numerator: Number of concentrators who earned a regular secondary school diploma Education Development (GED) credential as a State equivalent to a regular high school diploma (if offered by the State) or other Staterecognized equivalent (including recognized alternative standards for individuals with disabilities), or earned a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma (if offered by the State) during the reporting year.

� Denominator: Number of concentrators who left secondary education during the reporting year.

3S1:Secondary School Completion 3S1:Secondary School Completion

Number of CTE who earned a regular

secondary school diploma, earned a General Education Development (GED) credential as a Staterecognized equivalent to a regular high school diploma (if offered by the State) or

recognized equivalent (including recognized alternative standards for individuals with disabilities), or earned a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma (if offered by the State) during the reporting year.

Number of CTE who left secondary

education during the reporting year.

4S1: Student Graduation Rates 4S1: Student Graduation Rates

� Numerator: Number of who, in the reporting year, were included as graduated in the State’s computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA.

� Denominator: Number of concentrators who, in the 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)(C)(vi) of the ESEA.

4S1: Student Graduation Rates 4S1: Student Graduation Rates

Number of CTE concentrators who, in the reporting year, were included as graduated in the State’s computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA.

Number of CTE who, in the 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)(C)(vi) of

5S1: Secondary Placement 5S1: Secondary Placement � Numerator: Number of who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the second quarter following the program year in which they left secondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).

� Denominator: Number of secondary education during the reporting year.

5S1: Secondary Placement 5S1: Secondary Placement Number of CTE concentrators

who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the second quarter following the program year in which they left secondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).

Number of CTE concentrators who left secondary education during the reporting year.

6S1: Nontraditional Participation 6S1: Nontraditional Participation

� Numerator: Number of participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

� Denominator: Number of who participated in a program that leads to employment in nontraditional fields during the reporting year.

6S1: Nontraditional Participation 6S1: Nontraditional Participation

Number of CTE from underrepresented

gender groups who participated in a program that leads to employment in nontraditional fields during the

Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the

6S2: Nontraditional Completion 6S2: Nontraditional Completion

� Numerator: Number of concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

� Denominator: Number of who completed a program that leads to employment in nontraditional fields during the reporting year.

6S2: Nontraditional Completion 6S2: Nontraditional Completion


gender groups who completed a program that leads to employment in nontraditional fields during the

Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the

Resources Resources

� NCE Website: ◦ http://www.nde.state.ne.us/nce/perkinsiv.htm

� Peer Collaborative Resource Network ◦ http://www.edcountability.net

� NSSRS Website: ◦ http://www.nde.state.ne.us/nssrs

http://www.nde.state.ne.us/nce/perkinsiv.htm

Peer Collaborative Resource Network http://www.edcountability.net

http://www.nde.state.ne.us/nssrs


http://www.edcountability.net/


Postsecondary Section Postsecondary Section Postsecondary Section Postsecondary Section

Breakout Agenda Breakout Agenda � Postsecondary ◦ Definitions ◦ Performance Measures � Data Reporting

◦ Programs of Study � CIP Code Crosswalks (Weighted Courses)

◦ Student Retention ◦ Post Graduate Matching ◦ Technical Skill Attainment ◦ Determining State Levels

Breakout Agenda Breakout Agenda Postsecondary

Performance Measures

Programs of Study CIP Code Crosswalks (Weighted Courses)

Student Retention Post Graduate Matching (Completers vs. Exiters)


Historical Data 1P1 Nebraska Historical Data 1P1 Nebraska

FY2000 FY2001 FY2002



40.00

50.00

60.00

70.00

80.00

90.00

100.00

M e t

M e a s u r e

Postsecondary


FY2002 FY2003 FY2004 FY2005 FY2006 FY2007

78.00 79.00 80.00 81.00 90.02 91.22

88.13 91.63 90.97 91.28 90.70 89.93

Program Year

Negotiated Levels

Postsecondary Academic Attainment


FY2000 FY2001 FY2002

2P1: Completion 37.96 39.00 40.00


10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

55.00

60.00

M e t

M e a s u r e

Postsecondary Completion


FY2002 FY2003 FY2004 FY2005 FY2006 FY2007

40.00 41.00 42.00 29.55 29.75 29.68

29.99 29.40 29.87 29.76 31.10 25.64

Program Year

Postsecondary Completion

2P1: Completion


FY2000 FY2001 FY2002



5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

M e t

M e a s u r e

Nontraditional Participation PS


FY2002 FY2003 FY2004 FY2005 FY2006 FY2007

22.00 22.75 23.50 18.00 15.32 15.14

17.28 15.37 13.30 16.75 16.18 15.25

Program Year

Nontraditional Participation PS

Negotiated Levels

Postsecondary Definitions Postsecondary Definitions � CTE Participant:

A postsecondary student earned one (1) or more credits in any CTE program area.

Postsecondary Definitions Postsecondary Definitions CTE Participant: A postsecondary student who has earned one (1) or more credits in any CTE program area.

Postsecondary Definitions Postsecondary Definitions � CTE Concentrator:

A postsecondary student who: (1) completes 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 sequence of less than 12 credit units that terminates in an industry a certificate, or a degree.

Postsecondary Definitions Postsecondary Definitions CTE Concentrator: A postsecondary student who: (1) completes at

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 industryrecognized credential, a certificate, or a degree;

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.

Postsecondary Indicators 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

Postsecondary Indicators Postsecondary Indicators Technical Skill Attainment Credential, Certificate, or

Student Retention or Transfer Student Placement Nontraditional Participation Nontraditional Completion

1P1: Technical Skill Attainment 1P1: Technical Skill Attainment

� Numerator: Number of concentrators who passed technical skill assessments that are aligned with industryrecognized standards, if available and appropriate, during the reporting year.

� Denominator: concentrators who took technical skill assessments during the reporting year.

1P1: Technical Skill Attainment 1P1: Technical Skill Attainment

Number of CTE who passed technical

skill assessments that are aligned with recognized standards, if

available and appropriate, during the

Denominator: Number of CTE who took technical skill

assessments during the reporting year.

2P1: Credential, Certificate, or 2P1: Credential, Certificate, or Diploma Diploma � Numerator: concentrators industryrecognized credential, a certificate, or a degree during the reporting year. �Denominator:

concentrators postsecondary education during the reporting year.

2P1: Credential, Certificate, or 2P1: Credential, Certificate, or

Number of CTE concentrators who received an

recognized credential, a certificate, or a degree during the reporting year. Denominator: Number of CTE

who left postsecondary education during the

3P1: Student Retention or 3P1: Student Retention or Transfer Transfer Numerator:

Number of CTE concentrators in their original postsecondary institution or transferred to another 2 institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

Denominator: Number of CTE concentrators postsecondary education in the fall of the previous reporting year and who did not earn an industry recognized credential, a certificate, or a degree in the previous reporting year.

3P1: Student Retention or 3P1: Student Retention or

CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2 or 4year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

CTE concentrators who were enrolled in postsecondary education in the fall of the previous reporting year and who did not earn an industry recognized credential, a certificate, or a degree in the previous reporting year.

4P1: Student Placement 4P1: Student Placement � Numerator: Number of who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2 nd program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).

� Denominator: Number of who left postsecondary education during the reporting year.

4P1: Student Placement 4P1: Student Placement Number of CTE concentrators

who were placed or retained in employment, or placed in military service or apprenticeship

nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).

Number of CTE concentrators who left postsecondary education during the

5P1: Nontraditional Participation 5P1: Nontraditional Participation

� Numerator: Number of participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

� Denominator: Number of who participated in a program that leads to employment in nontraditional fields during the reporting year.

5P1: Nontraditional Participation 5P1: Nontraditional Participation


gender groups who participated in a program that leads to employment in nontraditional fields during the

Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the

5P2: Nontraditional Completion 5P2: Nontraditional Completion

� Numerator: Number of concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

� Denominator: Number of who completed a program that leads to employment in nontraditional fields during the reporting year.

5P2: Nontraditional Completion 5P2: Nontraditional Completion


gender groups who completed a program that leads to employment in nontraditional fields during the

Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the

Resources Resources

� NCE Website: ◦ http://www.nde.state.ne.us/nce/perkinsiv.htm

� Peer Collaborative Resource Network ◦ http://www.edcountability.net

� NSSRS Website: ◦ http://www.nde.state.ne.us/nssrs


Peer Collaborative Resource Network http://www.edcountability.net



http://www.edcountability.net/


Breakout Agenda Breakout Agenda � Postsecondary ◦ Definitions ◦ Performance Measures � Data Reporting

◦ Programs of Study � CIP Code Crosswalks (Weighted Courses)

◦ Student Retention ◦ Post Graduate Matching ◦ Technical Skill Attainment ◦ Determining State Levels

Breakout Agenda Breakout Agenda Postsecondary

Performance Measures

Programs of Study CIP Code Crosswalks (Weighted Courses)

Student Retention Post Graduate Matching (Completers vs. Exiters)


Documents

Perkins IV Accountability · E-transcript SCED (School Codes for the Exchange of Data) transition NSSRS Data Quality Curriculum Data Conference (April 28, 2008) Standards Revision