Section 7 - Performance Indicators
Perkins and Core Performance Indicator Definitions
Perkins V Section 113 (Accountability) identifies the required secondary and postsecondary core performance indicators. As part of the state plan development process, states established how these indicators are measured and how the populations included in reporting, including CTE participants and concentrators, are defined.
The following sections provide the operational definitions for secondary and postsecondary CTE students, along with the core performance indicators used for accountability reporting.
Secondary CTE Participant and Concentrator
Any student in grades 9 through 12 who successfully completes one or more courses that are part of a state-approved secondary CTE program.
Any student in grades 9 through 12 who successfully completes 150 or more course hours within a single career field as part of a state-approved secondary CTE program.
Secondary Core Accountability Indicators (1S1, 2S1, 2S2, 2S3, 3S1, 4S1, 5S3)
1S1: Four-Year Cohort Graduation Rates
Statute Definition: 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 Elementary and Secondary Education Act of 1965 (ESEA).
Operational Definition
- Numerator: Number of CTE concentrators included as graduates in the State’s four-year cohort graduation rate.
- Denominator: Number of CTE concentrators included in the State’s four-year cohort graduation rate, including students who graduated, dropped out, continued enrollment, or had unknown status.
2S1: Academic Proficiency – Reading/Language Arts
Statute Definition: CTE concentrator proficiency in State academic standards under section 1111(b)(1) of ESEA, as measured by reading/language arts assessments described in section 1111(b)(2).
Operational Definition
- Numerator: Number of 10th grade CTE concentrators who met or exceeded proficiency on statewide reading assessments, including the Minnesota Comprehensive Assessment (MCA) or Minnesota Test of Academic Skills (MTAS).
- Denominator: Number of CTE concentrators by the end of grade 10 who took the MCA or MTAS and whose results were included in the State’s ESSA calculation.
2S2: Academic Proficiency – Mathematics
Statute Definition: CTE concentrator proficiency in State academic standards under section 1111(b)(1) of ESEA, as measured by mathematics assessments described in section 1111(b)(2).
Operational Definition
- Numerator: Number of 11th grade CTE concentrators who met or exceeded proficiency on statewide mathematics assessments, including the MCA or MTAS.
- Denominator: Number of CTE concentrators by the end of grade 11 who took the MCA or MTAS and whose results were included in the State’s ESSA calculation.
2S3: Academic Proficiency – Science
Statute Definition: CTE concentrator proficiency in State academic standards under section 1111(b)(1) of ESEA, as measured by science assessments described in section 1111(b)(2).
Operational Definition
- Numerator: Number of 9th or 10th grade CTE concentrators who met or exceeded proficiency on statewide science assessments, including the MCA or MTAS, after completing a Life Science course.
- Denominator: Number of CTE concentrators by the end of grade 10 who took the MCA or MTAS and whose results were included in the State’s ESSA calculation.
3S1: Post-Program Placement
Statute Definition: The percentage of CTE concentrators who, in the second quarter after exiting secondary education, are engaged in postsecondary education, advanced training, military service, national service programs, Peace Corps volunteer service, or employment.
Operational Definition
- Numerator: Number of CTE concentrators who, in the second quarter after graduation, are enrolled in postsecondary education or training, serving in the military or a qualifying service program, participating in Peace Corps volunteer service, or employed.
- Denominator: Number of CTE concentrators who graduated from high school.
4S1: Nontraditional Program Concentration
Statute Definition: The percentage of CTE concentrators in programs that lead to nontraditional fields.
Operational Definition
- Numerator: Number of CTE concentrators from underrepresented gender groups who complete programs leading to nontraditional fields.
- Denominator: Number of CTE concentrators who complete programs leading to nontraditional fields.
5S3: Program Quality – Work-Based Learning
Statute Definition: The percentage of CTE concentrators graduating from high school who participated in work-based learning.
Operational Definition
- Numerator: Number of CTE concentrators who successfully complete one or more work-based learning courses prior to graduation.
- Denominator: Number of CTE concentrators who graduated from high school.
Postsecondary CTE Participant and Concentrator
A student enrolled in a Minnesota State two-year college who belongs to a CTE entering cohort and meets one of the following conditions:
- Earned more than zero cumulative college-level credits and, within the cohort timeframe, was enrolled in a CTE program or award level.
- Earned more than zero college-level credits in one or more CTE courses.
A student enrolled in a Minnesota State two-year college who belongs to a CTE entering cohort and meets one of the following conditions:
- Is enrolled in a long-term CTE program (12 or more credits) and has earned 12 or more cumulative college-level credits.
- Completed a CTE award in a short-term program (fewer than 12 credits) within the cohort timeframe.
Students enrolled in a short-term program who have not yet completed the award are counted as participants. Students who meet concentrator criteria but receive only a non-CTE award within the cohort timeframe are also counted as participants.
Postsecondary Core Accountability Indicators (1P1, 2P1, 3P1)
1P1: Postsecondary Retention and Placement
Statute Definition: The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in advanced training, military service, a service program receiving assistance under title I of the National and Community Service Act of 1990, are volunteers as described in section 5(a) of the Peace Corps Act, or are placed or retained in employment.
Operational Definition
- 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 or award within the cohort timeframe, including a certificate, diploma, Associate of Applied Science (AAS), or Associate of Science (AS).
2P1: Earned Recognized Postsecondary Credential
Statute Definition: The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in, or within one year of completing, a program.
Operational Definition
- Numerator: Number of CTE concentrators who complete a CTE program or award within the cohort timeframe by receiving a CTE certificate, diploma, AAS, or AS.
- Denominator: Number of CTE concentrators in the cohort.
3P1: Nontraditional Program Enrollment
Statute Definition: The percentage of CTE concentrators in career and technical education programs and programs of study that lead to nontraditional fields.
Operational Definition
- 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.
While CTE completers are not defined in Perkins V legislation, core indicators 1P1 and 2P1 both include this student population.
Minnesota defines CTE completers as students enrolled in a Minnesota State two-year college who belong to a particular CTE entering cohort and who receive a CTE award in a long-term or short-term Perkins-eligible program within the cohort timeframe.
Minnesota defines a CTE award as an Associate of Applied Science (AAS), Associate of Science (AS), certificate, or diploma.
State-Determined and Local Levels of Performance
Section 113 of Perkins V requires each state to establish state-determined performance levels (SDPLs) for all grant years. These levels are included in the State Plan and any subsequent revisions submitted to the Office of Career, Technical, and Adult Education (OCTAE). Each year, the state’s performance on core indicators is evaluated against these established benchmarks.
Minnesota’s performance levels are developed through a collaborative process that includes input from eligible recipients and key stakeholders. As required by Perkins V, the state must demonstrate continuous improvement in outcomes for CTE concentrators over the life of the grant. Proposed performance levels are shared through a public comment process before being finalized and submitted as part of the State Plan.
Once submitted, performance levels and the methodology used to establish them are reviewed and accepted by OCTAE. While there is no formal negotiation process, the state may revise performance levels at key points during the grant period in response to changing conditions. Any revisions require data analysis, stakeholder input, and an additional public comment process.
Minnesota’s approach to setting performance levels has evolved over time. Initially, levels were based on a statistical model using historical data to ensure steady and meaningful progress across each indicator. Beginning with reporting year 2025, the state transitioned to a linear probability model grounded in past performance data. Performance levels are anchored to recent results and are designed to ensure continued, measurable improvement for all indicators.
Local Levels of Performance
Similar to state-determined performance levels, local levels of performance were initially established across all four grant years.
Local consortium annual performance levels were developed by examining the overall opportunity for improvement at the state level and determining each consortium’s share of that improvement. The expected increase was apportioned to consortia using the same annual rate of growth applied in establishing state performance levels for each indicator.
Beginning with reporting year 2025, local performance levels for both secondary and postsecondary indicators are calculated using a composite methodology. As with state performance levels, local levels are anchored to recent performance and are set no lower than the average of the consortium’s two most recently completed years.
Above this baseline, the increase in the numerator required to meet state performance levels is distributed across consortia using the average of three allocation methods:
- Proportional to the consortium’s share of the state’s total numerator.
- Based on the consortium’s recent performance trend, with any downward trend adjusted to reflect a minimum upward increase of one additional numerator per year.
- Based on the rate of increase required at the state level, applied to the consortium’s denominator.
The average of these three methods determines each consortium’s expected numerator increase, from which the local performance level is calculated.
There is no annual negotiation process for establishing local performance levels. However, consortia may request adjustments for specific indicators and grant years. State staff review the rationale provided and determine whether an adjustment is warranted.
If a proposed adjustment affects the overall state performance level for an indicator, the revised state level must undergo a public comment process. Performance levels cannot be adjusted for indicators under an improvement plan at either the consortium or state level.
Consortia are evaluated on their core indicator performance each winter following submission of the state Consolidated Annual Report (CAR). For example, performance for reporting year 2026 would be evaluated in early 2027.
State Consolidated Annual Report (CAR)
Each January, the state is required under Perkins V to submit the State Consolidated Annual Report (CAR) to the Office of Career, Technical, and Adult Education (OCTAE). The CAR reports the state’s progress in meeting state-determined performance levels for the most recently completed reporting year.
The report includes performance data for each core indicator, as well as disaggregated data for student subgroups, special populations, and Career and Technical Education (CTE) career clusters.
The CAR also includes counts of CTE participants and concentrators, disaggregated by student subgroup, special population, and career cluster. Disaggregation is not required when reporting the data would risk disclosure of private or personally identifiable student information.
If the state does not meet at least 90 percent of the state-determined performance level for any core indicator, an improvement plan is required for the following year. The improvement plan must include an analysis of performance gaps among student subgroups and special populations.
Regardless of whether performance levels are met, the state must identify and quantify gaps in performance between student subgroups, special populations, and the overall population of CTE concentrators. This includes a measurable description of the progress each subgroup or special population has made toward meeting performance levels.
Perkins V Reporting Available to the Public
Section 113 of Perkins V requires states to publicly report actual levels of performance, including results for special populations and other disaggregated student groups. These data must be made available in multiple formats, including online access.
Public reporting includes enrollment and performance data at both the state and local consortium levels. Data are not reported when the number of students in a category is too small to ensure reliability or would risk disclosure of private student information.
Annual reports include overall performance rates, established performance levels, and identification of whether a consortium or the state is on an improvement plan. Reports also include total counts of CTE participants and concentrators.
The Perkins Collaborative Resource Network (PCRN) provides tools to explore state-level enrollment and performance data, including disaggregated data by demographic group, special population, and career cluster.
The PCRN data tools do not include local consortium-level data. However, because the site includes data from all states, it allows users to explore trends and compare performance across states and regions.
Local Performance Improvement Plan
Perkins V requires local recipients to meet at least 90 percent of their established local performance levels on each core indicator. If a local recipient falls below this threshold, an improvement plan must be developed and implemented during the following year.
Similar to state requirements, a local improvement plan must include an analysis of performance gaps among student subgroups and special populations.
Regardless of whether performance levels are met, local recipients are required to review disaggregated data annually for each core indicator. This review is used to identify and evaluate disparities in performance between student subgroups, special populations, and the overall population of CTE concentrators included in the accountability measure.
Data reports to support this analysis are available to postsecondary consortia leaders through secure reporting systems. For secondary data, consortia leaders should work with each member district to gather and review relevant reports needed to complete the analysis.
Policy & Procedure History
Date of Implementation: 07/01/2026
Date of Last Review: 0/0/0