Accountability Resources

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Perkins V Special Populations for Reporting: Data Sources

Minnesota State

August 23, 2019

Special populations and identified source of data for postsecondary reporting
Special Population Identified Source of Data for Postsecondary Reporting
Individuals with disabilities ISRS.PS_DISAB_DEMO (permanent disability indicated/not denied that overlaps the cohort timeframe).
Individuals from economically disadvantaged families, including low-income youth and adults Includes students who were Pell-Eligible and/or were recipients of Pell, BIA, or SEOG (Fed Supplemental Educational Opportunity Grant) financial aid awards during the cohort timeframe.
Individuals preparing for non-traditional fields Include students who, in the cohort data, have a first major and/or award listed that is Perkins eligible and nontraditional AND the individual earned more than zero cumulative college level credits AND the individual’s gender is the same as the program’s nontraditional gender.
Single parents, including single pregnant women Include student if Accuplacer item #27 or FAFSA are indicative (marital status indicates single or divorced/widowed AND FAFSA item #51 indicates the individual has or will have children who will receive more than half of their support from them for the next year).
Out-of-workforce individuals Include student if Accuplacer item #28 or FAFSA are indicative (marital status indicates single or divorced/widowed AND FAFSA item #102 indicates individual or spouse are dislocated workers).
English learners Include student if is enrolled in an ESL course during the cohort timeframe OR Accuplacer items #20 and/or #21 indicate another language was learned first or another language is spoken most often at home AND individual is enrolled in a developmental reading or writing course during the cohort timeframe OR cohort code 5000 (limited English) is applied to the student’s record with dates overlapping the cohort timeframe.
(New for postsecondary) Homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a) Applies only to YOUTH enrolled during the cohort timeframe. If the individual is a youth and FAFSA items #56, 57 or 58 indicate the individual is/was homeless or at risk of being homeless, include.
(New for all) Youth who are in, or have aged out of, the foster care system Applies only to YOUTH enrolled during the cohort timeframe. If the individual is a youth and FAFSA item #53 indicates the individual’s parents are both deceased and individual was in foster care or was a dependent or ward of the court, include.
(New for all) Youth with a parent who –
i. Is a member of the armed forces (as such term is defined in section 101(a)(4) of title 10, United States Code); and
ii. Is on active duty (as such term is defined in section 101(d)(1) of such title)		 No identified source. Most financial aid awards or related questions only identify if the person is a spouse or dependent of someone in the active military or is himself/herself in the active military or a veteran. There is not enough detail in our data sources to identify individuals who are YOUTH and the child of someone who is currently a member of the armed forces and on active duty.
(New for postsecondary) Migrant students No identified source. The definition in ESEA refers to children who are or who have parents who are migratory workers and have moved from one school district to another or moved within a single district from one administrative area to another, etc. This is not information collected in a standard way for postsecondary students.

Youth = individuals not younger than 14 and not older than 24 (state-defined)

System Research, Academic and Student Affairs

7/27/2023

Strengthening Career and Technical Education for the 21st Century Act

Secondary Accountability Definitions

CTE Definitions

CTE Definitions: Statutory Definition and Operational Definition
Term Statutory Definition Operational Definition
CTE Participant The term ‘CTE Participant’ means an individual who completes not less than one course in a career and technical education program or program of study of an eligible recipient. Any 9th-12th grade student who successfully completes 1 or more state-approved CTE course(s).
CTE Concentrator The term ‘CTE Concentrator’ means at the secondary school level, a student served by an eligible recipient who has completed at least 2 courses in a single career and technical education program or program of study. Any 9th-12th grade student who successfully completes 150+ course hours (or more) as part of a state-approved secondary CTE program, within one career field.

Accountability Performance Indicator Definitions

Accountability Performance Indicator Definitions: Statutory and Operational Definitions
Indicator Statutory Definition Operational Definition
1S1: Four-Year Graduation Rate The percentage of CTE Concentrators who graduate high school, as measured by the four-year adjusted cohort graduation rate defined in section 8101 of the ESEA.

(also known as the four-year cohort Graduation Rate)		 Numerator: Number of CTE Concentrators who, in the reporting year, were included as a graduate in the State’s computation of its four-year cohort graduation rate.

Denominator: Number of CTE Concentrators who, in the reporting year, were included in the State’s computation of its four-year cohort graduation rate. Includes: 1) graduated, 2) dropouts, 3) continuing, and, 4) unknown.
2S1: Academic Proficiency in Reading/Language Arts CTE Concentrator proficiency in the challenging State academic standards adopted by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments in reading/language arts as described in section 1111(b)(2) of such Act. Numerator: Number of 10th grade CTE Concentrators who met or exceeded the proficiency level on the Statewide high school Reading assessments, either the MCA or MTAS.

Denominator: Number of students designated as CTE Concentrators by the end of their 10th grade year, who took the MCA or MTAS and whose high school Reading assessment scores were included in the State’s ESSA computation.
2S2: Academic Proficiency in Mathematics CTE Concentrator proficiency in the challenging State academic standards adopted by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments in mathematics as described in section 1111(b)(2) of such Act. Numerator: Number of 11th grade CTE Concentrators who met or exceeded the proficiency level on the Statewide high school Mathematics assessments, either the MCA or MTAS.

Denominator: Number of students designated as CTE Concentrators by the end of their 11th grade year, who took the MCA or MTAS and whose high school Mathematics assessment scores were included in the State’s ESSA computation.
2S3: Academic Proficiency in Science CTE Concentrator proficiency in the challenging State academic standards adopted by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments in science as described in section 1111(b)(2) of such Act.

NOTE: Although data are reported for this indicator, no SDPL’s are projected or reported as having met/not met. Grade of testing is not standardized.		 Numerator: Number of 9th or 10th grade CTE Concentrators who met or exceeded the proficiency level on the Statewide high school Science assessments, either the MCA or MTAS; after completion of Life Science course.

Denominator: Number of students designated as CTE Concentrators by the end of their 10th grade year, who took the MCA or MTAS and whose high school Science assessment scores were included in the State’s ESSA computation.
3S1: Post-Program Placement The percentage 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. Numerator: Number of CTE Concentrators who, in the second quarter after graduating high school, enrolled 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.

Denominator: Number of CTE Concentrators who graduated high school.
4S1: Non-Traditional Program Concentration The percentage of CTE Concentrators in career and technical education programs and programs of study that lead to non-traditional fields. Numerator: Number of CTE Concentrators from underrepresented gender groups who complete a program that leads to employment in nontraditional fields.

Denominator: Number of CTE Concentrators who complete a program leading to employment in nontraditional fields.
5S3: Program Quality – Work-Based Learning The percentage of CTE Concentrators graduating from high school having participated in work-based learning. Numerator: Number of CTE Concentrators who successfully complete one or more work-based learning course(s) prior to graduation.

Denominator: Number of CTE Concentrators who graduated high school.

Frequently Asked Questions

5S3 Work-Based Learning

Frequently Asked Questions: 5S3 Work-Based Learning
Frequently Asked Questions Response
Which program codes are counted within the numerator of the work-based learning accountability measure? 000750, 009090, 009095, 019901, 019090, 019095, 049090, 049095, 079090, 079095, 099090, 099095, 149090, 149095, 179090, 179095
Which course codes in the programs listed above are counted within the numerator of the work-based learning accountability measure? Students enrolled in course code 97 (Work Experience) are counted in the work-based learning accountability measure.
Are CTE Concentrators from all CTE career fields included in the work-based learning accountability measure—or, only CTE Concentrators from specific career fields? CTE Concentrators included in the numerator of the work-based learning accountability measure represent all career fields as well as those students who concentrate in work-based learning only (including both Diversified and ACTE-SPED program areas).
If a student becomes a CTE Concentrator as a result of taking 150+hrs within a state-approved work-based learning program (either in Diversified or ACTE-SPED) –does the student then need to successfully complete additional course 97 hours in order to be counted in the numerator of the accountability measure? Actually, no. As long as course 97 was part of the successfully completely 150+hr in becoming a CTE Concentrator, then the student would automatically be included in the numerator for the 5S3 Work-based Learning performance indicator.

Adjusting Consortium Levels of Performance

Consortia may submit requested changes to their levels of performance in their APR. However, if the consortium or the state is on an improvement plan for an indicator, performance levels for that indicator cannot be adjusted.

Consortia are not required to suggest a specific change to the numerical value, but rather must provide sufficient rationale to justify deviation from the standard methodology. Consortia may request changes to performance levels for any indicator for any grant year(s).

Once received, state staff will consider the rationale provided in the APR and determine whether or how much to adjust the consortium performance level and the state level if needed. If the revised consortium level of performance impacts the overall state level of performance for an indicator, the adjusted state performance level is required to undergo 60 days of public comment.

Performance level may be adjusted under the following two circumstances:

Unanticipated Circumstances

  • Can be requested any year of the grant
  • Requires continuous progress — each year must be higher than the previous year
  • The state is required to issue objective criteria for determining “unanticipated circumstances.” These criteria are as follows:
    • Program closed/opened that impacts concentrators
    • Enrollment change that impacts concentrators/indicator
    • Policy/practices impact concentrators/indicator
    • Natural disaster impacts programs for significant time
    • Economic changes specific to your local area
  • Rationale must include a comparison of performance levels among similar consortia
  • State-wide unanticipated circumstances may necessitate state-initiated changes to consortia levels of performance

Before 3rd Grant Year

  • State staff will monitor methodology and determine if adjustments are needed
  • Performance levels adjusted under this scenario must be higher than the actual performance of the previous two years
  • Although not limited to unanticipated circumstances, consortia need to provide detailed rationale
  • These will most likely be systematic and/or state-wide changes that would impact state and consortia performance levels

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