Public Comment

Minnesota must establish accountability performance targets—called State Determined Performance Levels (SDPLs)—for each accountability indicator in the State Plan. View the Proposed SDPLs and the Secondary Definitions below. 

 

Public Comment Notice

Open for Comment: January 20 - February 20, 2026

Minnesota State and Minnesota Department of Education invite you to review and comment on the proposed state-determined performance levels for The Strengthening Career and Technical Education for the 21st Century Act, signed into law in July 2018. If you do not want to use the online form in the link below to submit your comments, email your comments to CTE@minnstate.edu. Emailed comments are not anonymous. 

Submit Public Comment

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.

System Research, Academic and Student Affairs

Strengthening Career and Technical Education for the 21st Century Act (Perkins V)

Postsecondary Accountability: Definitions and Cohort Reporting Structure

Minnesota State

February 12, 2021

Career and Technical Education (CTE) Student Population Definitions

CTE Student Population Definitions (Statute vs. Operational Definition)
Term Statute 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 (CTE) program or program of study of an eligible recipient.

CTE Participant: A student enrolled in a Minnesota State two-year college who belongs to a particular CTE entering cohort and who:

  • Earned more than zero college level credits (cumulative) AND, within the cohort timeframe, was enrolled in a CTE program/award level
  • OR
  • Earned more than zero college level credits in CTE course(s).
CTE Concentrator The term ‘CTE concentrator’ means at the postsecondary level, a student enrolled in an eligible recipient who has “earned at least 12 credits within a career and technical education program or program of study; or completed such a program if the program encompasses fewer than 12 credits or the equivalent in total.”

CTE Concentrator: A student enrolled in a Minnesota State two-year college who belongs to a particular CTE entering cohort and who:

  • Is enrolled in a long-term (12 or more credits) CTE program/award level AND earned 12 or more college level credits (cumulative)
  • OR
  • Completed a CTE award in a short-term (less than 12 credit) CTE program within the cohort timeframe

(Students enrolled in a short term program who have not yet received that award are counted as Participants. In addition, students who meet Concentrator criteria but then receive only a non-CTE award within the cohort timeframe are counted as Participants.)

Note: Tables use captions, headers, and row/column scopes to support WCAG table accessibility.

Postsecondary Accountability Performance Indicator Definitions

Postsecondary Accountability Performance Indicators (Statute vs. Operational Definition)
Indicator Statute Definition Operational Definition
1P1 (Postsecondary Retention and Placement) The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in 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 placed or retained in employment.

Numerator: Number of CTE concentrators in the cohort who, during the second quarter following program completion, are one or more of the following: enrolled in postsecondary education; in advanced training; in military service; in national or community service or the Peace Corps; or employed.

Denominator: Number of CTE concentrators who complete a CTE program/award (i.e., certificate, diploma, AAS or AS) within the cohort timeframe.
2P1 (Earned Recognized Postsecondary Credential) The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion.

Numerator: Number of CTE concentrators who complete a CTE program/award (i.e., receive a CTE certificate, diploma, AAS or AS) within cohort timeframe.

Denominator: Number of CTE concentrators in the cohort.
3P1 (Nontraditional Program Enrollment) 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 in the cohort who are enrolled in a CTE program classified as nontraditional for their gender.

Denominator: Number of CTE concentrators in the cohort enrolled in a CTE program classified as nontraditional.

Cohort Data Structure

Postsecondary participant and concentrator enrollment and accountability indicator reporting is based on a three-year cohort structure. Students who enter an institution during the summer, fall or spring terms of a fiscal year are identified as entrants in that cohort who are then tracked forward through two additional fiscal years, for a total of three fiscal years. For example, the 2018-2020 cohort includes students who enter an institution in fiscal year 2018 (i.e., summer 2017, fall 2017 or spring 2018 terms) and who are then tracked through the end of spring 2020 term.

Reporting Year

The reporting year is the year in which the state is reporting Perkins V enrollment and indicator performance data to the US Department of Education (USDE)/ Office of Career, Technical, and Adult Education (OCTAE). For example, reporting year 2020 refers to the data Minnesota State reported to the USDE/OCTAE in December 2020.

Enrollment and Performance Indicator Reporting: Entering Cohort Tracking/Timing

Enrollment for postsecondary CTE participants and concentrators and reporting for performance indicators 2P1 (Earned Recognized Postsecondary Credential) and 3P1 (Nontraditional Program Enrollment) are based on the same entering cohorts each year. Reporting on the 1P1 (Postsecondary Retention and Placement) indicator lags by one cohort due to the nature of the indicator and the availability of data for reporting.

For example, for reporting year 2020, which was due December 2020 to USDE/OCTAE, participant and concentrator enrollment and 2P1 and 3P1 performance reporting was based on the 2018-2020 cohort; 1P1 performance reporting was based on the 2017-2019 cohort.

Status legend

This page uses status labels (in addition to any visual styling) to indicate actions required.

  • Enter Enter required data.
  • Track Track the cohort during the year.
  • Complete Complete the requirement for this period.
  • Report Submit/report results for this period.
  • Complete/Report Complete and report in the same cycle.

CTE Enrollment

CTE Participant and Concentrator Enrollment (Entering Cohort Tracking/Timing)
Category Grant Year Cohort Tracked FY2017–FY2019 Transition/Reporting Years
FY2017 FY2018 FY2019 FY2020
(report 12/31/2020 CAR)		 Year 1
FY2021 (report 12/31/2021 CAR)		 Year 2
FY2022 (report 12/31/2022 CAR)		 Year 3
FY2023 (report 12/31/2023 CAR)		 Year 4
FY2024 (report 12/31/2024 CAR)
CTE Participant and Concentrator Enrollment Transition 2018–2020 Enter Track Complete/Report
Year 1 2019–2021 Enter Track Complete/Report
Year 2 2020–2022 Enter Track Complete/Report
Year 3 2021–2023 Enter Track Complete/Report
Year 4 2022–2024 Enter Track Complete/Report

Enrollment and 2P1/3P1 use the same entering cohorts; 1P1 reporting lags by one cohort.

Accountability Performance Indicators

1P1 (Postsecondary Retention and Placement)

1P1 Reporting Schedule (lags one cohort)
Indicator Grant Year Cohort Tracked FY2017–FY2019 Transition/Reporting Years
FY2017 FY2018 FY2019 FY2020
(report 12/31/2020 CAR)		 Year 1
FY2021 (report 12/31/2021 CAR)		 Year 2
FY2022 (report 12/31/2022 CAR)		 Year 3
FY2023 (report 12/31/2023 CAR)		 Year 4
FY2024 (report 12/31/2024 CAR)
1P1 Transition 2017–2019 Enter Track Complete Report
Year 1 2018–2020 Enter Track Complete Report
Year 2 2019–2021 Enter Track Complete Report
Year 3 2020–2022 Enter Track Complete Report
Year 4 2021–2023 Enter Track Complete Report

2P1 (Earned Recognized Postsecondary Credential) and 3P1 (Nontraditional Program Enrollment)

2P1 / 3P1 Reporting Schedule (same cohorts as enrollment)
Indicator(s) Grant Year Cohort Tracked FY2017–FY2019 Transition/Reporting Years
FY2017 FY2018 FY2019 FY2020
(report 12/31/2020 CAR)		 Year 1
FY2021 (report 12/31/2021 CAR)		 Year 2
FY2022 (report 12/31/2022 CAR)		 Year 3
FY2023 (report 12/31/2023 CAR)		 Year 4
FY2024 (report 12/31/2024 CAR)
2P1 and 3P1 Transition 2018–2020 Enter Track Complete/Report
Year 1 2019–2021 Enter Track Complete/Report
Year 2 2020–2022 Enter Track Complete/Report
Year 3 2021–2023 Enter Track Complete/Report
Year 4 2022–2024 Enter Track Complete/Report

Disaggregate Data Reporting

Disaggregated data for participant and concentrator enrollment are reported by gender, race/ethnicity category and special population groups crossed with career clusters. For the accountability indicators, disaggregate data are reported by gender, race/ethnicity category, special population group and career clusters. Additional disaggregate data are only available through the system’s secure reporting site that requires system login credentials (Postsecondary Data Site).

Special Population Groups

  1. Individuals with disabilities
  2. Individuals from economically disadvantaged families, including low-income youth and adults
  3. Individuals preparing for non-traditional field
  4. Single parents, including single pregnant women
  5. Out-of-workforce individuals
  6. English learners
  7. Homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a)
  8. Youth who are in, or have aged out of, the foster care system

  9. *Youth with a parent who—

    1. Is a member of the armed forces (as such term is defined in section 101(a)(4) of title 10, United States Code); and
    2. Is on active duty (as such term is defined in section 101(d)(1) of such title).

    *Note that for postsecondary reporting, no data source has been identified for reporting on youth with a parent who is a member of the armed forces and is on active duty. Also note that “youth” includes only students between ages 14–24 in postsecondary Perkins V reporting.

CIP Program

This represents the CIP Code of the primary academic program in which concentrators in a cohort are being reported/included. The primary academic program is determined through a series of decisions based on the student’s declared majors and/or earned awards within the cohort timeframe, with Perkins-eligible status and the nontraditional status of a program influencing the priority given to a program if there are multiple majors declared or awards earned. An academic program is designated as a “CTE” program if the Perkins-eligible status connected to the CIP Code of the program is “Y”.

CIP Gender Equity Code

The CIP gender equity code represents the nontraditional status of a program and is connected to the program’s CIP Code. The nontraditional status of a program is based on a national nontraditional crosswalk created by the National Alliance for Partnerships in Equity (NAPE). NAPE’s crosswalk was created by using occupational data to determine which occupations employ less than 25% of men and women, and then connecting that result to CIP Code via the national CIP-SOC crosswalk after mapping the occupational data to SOC codes.

M indicates a program is nontraditional for males; F indicates a program is nontraditional for females; B indicates the program is balanced; and no code/null indicates that there was no decision made/not enough information was available for NAPE to make a nontraditional designation for that CIP Code in their most recent review.

Note: updates using the NAPE’s new 2020 nontraditional crosswalk have NOT yet been incorporated into the reporting data.