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pdfU. S. Department of Education
Office of Career, Technical, and Adult Education
***********
The Carl D. Perkins Career and Technical
Education Act of 2006
(Perkins V)
GUIDE FOR THE SUBMISSION OF
CONSOLIDATED ANNUAL REPORTS
OMB Control Number:
Expiration Date:
1830-0569
_________
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information
unless such collection displays a valid OMB control number. The valid OMB control number for this information
collection is 1830-0569. Public reporting burden for this collection of information is estimated to be 238 hours per
response for the first three years of the collection and 255 hours per response for the fourth year of the collection. These
estimates average 243 hours over the duration of the collection and include time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain a benefit (section 113(b)(3)(C) of the
Carl D. Perkins Career and Technical Education Act, 2 CFR 200.328, 2 CFR 200.329, and 34 CFR 76.720). If you have
any comments concerning the accuracy of the time estimate, suggestions for improving this individual collection, or if you
have comments or concerns regarding the status of your individual form, please contact your State’s Perkins Regional
Coordinator who can be located under the “Contact Us” tab on the Perkins Collaborative Resource Network (PCRN) at
https://cte.ed.gov directly.
TABLE OF CONTENTS
INTRODUCTION AND SUBMISSION REQUIREMENTS ............................................................. 4
I.
COVER PAGE............................................................................................................................ 9
II.
NARRATIVE PERFORMANCE REPORT ..............................................................................11
III.
IV.
A.
Instructions ........................................................................................................................11
B.
Narrative Performance Report Form .................................................................................11
1.
Implementation of State Leadership Activities ........................................................11
2.
Fiscal Responsibility ............................................................................................... 12
3.
Identification of CTE Concentrators………………………………………………….14
4.
Use of Perkins V Funds in the Middle Grades………………………………………..14
5.
Accountability for Results……………………………………………………………15
6.
Size, Scope, and Quality……………………………………………………………...15
7.
High-Skill and High-Wage Occupations and Industries………………………………15
8.
Disparities or Gaps in Performance......................................................................... 16
9.
Implementation of State Program Improvement Plans ........................................... 16
C.
State Allocation Subaward Forms ..................................................................................... 17
1.
Secondary Subawards (Section 131) Form ............. See Attached Excel Spreadsheet
2.
Postsecondary Subawards (Section 132) Form ........ See Attached Excel Spreadsheet
FINANCIAL STATUS REPORTS (FSRs) .............................................................................. 18
A.
Instructions ....................................................................................................................... 18
1.
Completing Blocks I-IX .......................................................................................... 18
2.
Completing Rows A-N ........................................................................................... 19
3.
Completing Columns 1-11 ...................................................................................... 21
B.
FSR Forms ........................................................................................................................ 22
1.
Interim FSR Form .................................................... See Attached Excel Spreadsheet
2.
Final FSR Form ........................................................ See Attached Excel Spreadsheet
PERFORMANCE DATA REPORTS....................................................................................... 23
A.
Instructions ....................................................................................................................... 23
1. Basic Reporting Instructions ...................................................................................... 23
2. Definition of Terms .................................................................................................... 27
B.
Performance Data Forms.................................................................................................. 30
1.
CTE Participant Enrollment Forms .......................... See Attached Excel Spreadsheet
2.
CTE Concentrator Enrollment Forms ...................... See Attached Excel Spreadsheet
3.
CTE Concentrator Performance Forms .................... See Attached Excel Spreadsheet
2
Table 1: Contents of CAR Reports ..................................................................................................... 5
Table 2: Section 113(b)(2) Core Indicators of Performance ............................................................. 31
Table 3: Student Categories for Reporting Disaggregated Data on the Section 113(b)(2)
Core Indicators .................................................................................................................... 38
3
INTRODUCTION AND SUBMISSION REQUIREMENTS
On July 31, 2018, the President signed into law the Strengthening Career and Technical Education for
the 21st Century Act (Public Law 115-224) (Perkins V, the Act, or statute), which reauthorized and
amended the Carl D. Perkins Career and Technical Education Act of 2006. The U.S. Department of
Education’s (Department) Office of Career, Technical, and Adult Education (OCTAE) developed this
guide to assist each eligible agency in preparing and submitting annual reports to the Department under
the reauthorized Perkins Act (20 U.S.C. 2301 et seq.) and applicable Federal regulations.
Contents of Annual Reports
Under the legislation and regulations, each year eligible agencies are required to submit the following
reports—
•
•
•
Narrative performance report pursuant to 2 CFR 200.329 and 34 CFR 76.720;
Financial reports pursuant to 2 CFR 200.328 and 34 CFR 76.720; and
Performance data reports pursuant to section 113(b)(3)(C) of Perkins V.
To enable eligible agencies to efficiently and effectively meet their annual reporting requirements, the
Department has combined these reports into a single reporting instrument, the Consolidated Annual
Report (CAR). Each eligible agency will be required to submit the same content in its CAR. Table 1
provides the contents for reports for FY 2019 and subsequent years.
This Guide has been updated to:
•
•
•
•
Gather additional narrative information regarding implementation of Perkins V;
Collect enrollment data on CTE participants in middle grades, to the extent such data are available;
Request additional data on the placement of CTE concentrators in education, training, and
employment, if available; and
Specify the numerators and denominators for the core indicators of performance.
Timeline for Submission of Consolidated Annual Reports
Each eligible agency must submit its annual CAR for the most recently completed program year on
January 31 of the following year, no later than close of business (5:00 pm EST). This deadline
corresponds with Department regulations requiring the annual submission of financial status reports by
the 120th day following the grant period or expiration of the grant pursuant to 2 CFR 200.344(a), and
provides sufficient time for the eligible agency to compile and submit its narrative performance report
and performance data reports.
4
Table 1: Timeline and Contents of CAR Reports
Items
FY 2023
Perkins Implementation Program Year 2023Year
24
Data Submission
January 31, 2025
Deadline
I. Cover Page
Required
B.1
Implementation
of State
Leadership
Activities
B.2 Fiscal
Responsibility
B.3 UPDATED
Identification
of CTE
Concentrators
B.4 UPDATED
Use of Perkins
V Funds in the
Middle Grades
B.5 UPDATED
Accountability
for Results
B.6 UPDATED
Size, Scope,
and Quality
B.7 UPDATED
High-Skill and
High-Wage
Industries and
Occupations
B.8 Disparities
or Gaps in
Performance
B.9
Implementation
of Program
Improvement
Plans
C.1 Secondary
Subawards
(Section 131)
Form
C.2
Postsecondary
Subawards
FY 2024
Program Year 202425
January 31, 2026
FY 2025
Program Year 202526
January 31, 2027
FY 2026
Program Year 202627
January 31, 2028
Required
Required
Required
Required
Required
Required
Required
Required
Required
Required
Required
Not applicable
Not applicable
Optional
Required
Not applicable
Not applicable
Optional
Required
Not applicable
Not applicable
Optional
Required
Not applicable
Not applicable
Optional
Required
Not applicable
Not applicable
Optional
Required
Required
Required
Required
Required
Required when an
eligible agency misses
90 percent of a State
determined
performance level
Required
Required when an
eligible agency
misses 90 percent of
a State determined
performance level
Required
Required when an
eligible agency misses
90 percent of a State
determined
performance level
Required
Required when an
eligible agency
misses 90 percent of
a State determined
performance level
Required
Required
Required
Required
Required
5
(Section 132)
Form
B.1 Interims
FSR Form
B.1 Final FSR
Form
Required
Required
Required
Required
Required
Required
Required
Required
B.1 UPDATED
CTE
Participant
Enrollment
Forms
Required: Secondary
and postsecondary
participant data
Required: Secondary
and postsecondary
participant data
Required: Secondary
and postsecondary
participant data
Not applicable:
Middle grades
participant data
Not applicable:
Middle grades
participant data
B.2 CTE
Concentrator
Enrollment
Forms
B.3 UPDATED
CTE
Concentrator
Performance
Forms
Required
Required
UPDATED: Optional:
Middle grades
participant data, to the
extent such data are
available
Required
UPDATED:
Required: Middle
grades, to the extent
such data are
available, and
secondary and
postsecondary
participant data
Required: Using
current State
specifications for
numerators and
denominators for the
core indicators of
performance
Required: Using
current State
specifications for
numerators and
denominators for the
core indicators of
performance
UPDATED: Optional
to use new
specifications for
numerators and
denominators for core
indicators of
performance.
6
Required
UPDATED:
Required: Using new
specifications for
numerators and
denominators for
core indicators of
performance.
Submission Portal and Protocol
Each eligible agency will submit is narrative performance report, financial status reports (FSRs), and
performance data forms for the secondary and postsecondary core indicators to the Perkins CAR Portal
at https://Perkins.ed.gov. Hard copy submissions will not be accepted as the Department met the
requirement of 34 CFR 76.720(b)(3) for the transition from hard copy to electronic submission of
CARs during the implementation of the Carl D. Perkins Career and Technical Education Act of 2006
(Perkins IV).
Beginning on November 1 of each year, the submission portal will open for CAR submissions. The
Department will provide virtual and on-line training for State CTE directors and staff who they
authorize to complete one or more sections of the CAR. The Department also will provide each
eligible agency with electronic Personal Identification Numbers (PINs) for authorized State officials to
sign and certify the entire CAR. It is important to note that the use of PINs by any responsible eligible
agency officials is the same as certifying and signing the documents with a hand- written signature.
Eligible agency officials are responsible for protecting the confidentiality of their PIN and for any use
of their PIN by another individual.
Requests for Extensions
Pursuant to 2 CFR 200.344(a), the Department may grant to an eligible agency a brief extension to the
submission deadline for one or more sections of the CAR upon receipt of a justified request. The
request must indicate the specific factors necessitating the extension and the reasons the State did not
become aware of these factors to ensure that its submission was timely. An extension must be
requested via email to the State’s respective Perkins Regional Coordinator as provided under Contacts
on the Perkins Collaborative Resource Network at: https://cte.ed.gov/contact/staff-by-stateresponsibility.
Requests for Amended Final FSR Submissions
The Department may permit an eligible agency to file an amended final Financial Status Report (FSR)
upon receipt of a justified request, indicating the specific factors necessitating the revision of its FSR
and the reasons the eligible agency did not become aware of these factors in time to ensure its original
submission was complete, accurate, and timely. An amendment must be requested via email to the
State’s respective Perkins Regional Coordinator as provided under Contacts on the Perkins
Collaborative Resource Network at: https://cte.ed.gov/contact/staff-by-state-responsibility.
Once the eligible agency has received Department approval to submit an amended final FSR, OCTAE
will reopen the CAR portal for the eligible agency to submit its amended FSR electronically via the
Department’s Perkins CAR Portal. The eligible agency must place a check in Block XI of the final
FSR form and enter the date of filing the amended FSR. The authorized State official must use their
PIN to certify and sign the amended FSR.
Requests for Amended Performance Data Report Submissions
The Department may permit an eligible agency to submit amended performance data upon receipt of a
justified request, indicating the specific factors necessitating the revision of its performance data and
7
the reason the eligible agency did not become aware of these factors in time to ensure its original data
submission was complete, accurate, and timely. An amendment must be requested via email to the
State’s respective Perkins Regional Coordinator as provided under Contacts on the Perkins
Collaborative Resource Network at: https://cte.ed.gov/contact/staff-by-state-responsibility.
It is important to note that, although an eligible agency may be permitted to submit amended
performance data, the Department must use only the performance data for the most recently
completed program year that it receives by the January 31 submission deadline of the following
calendar year to determine whether an eligible agency has met at least 90 percent of its Statedetermined performance levels (SDPLs) for each of the core indicators of performance under section
113(b)(2) of Perkins V, or whether the eligible agency must submit a program improvement plan as
required in section 123(a)(1) of Perkins V.
Once an eligible agency has received Department approval to submit amended performance data, the
eligible agency must submit its amended performance data electronically via the Perkins CAR Portal.
The authorized State official must use their PIN to certify and sign the amended performance data
submission.
Notification of Approval of CAR Submission
The Department will review each eligible agency’s CAR from February to April following each annual
submission. CARs will be reviewed according to the following criteria:
•
•
•
•
Timeliness of the report submission (i.e., whether the eligible agency submitted all sections of the
report [narrative, fiscal, and performance data reports] by the January 31 deadline following the
reporting year);
Compliance with the Perkins V legislation (i.e., whether the activities undertaken
were consistent with the provisions of Perkins V, and applicable Federal and
Department regulations); and,
Accuracy of enrollment and performance data (i.e., whether the eligible agency’s
submission passed all system-generated data checks in the CAR portal); and
Compliance with the maintenance of effort (MOE) provisions in Perkins V (i.e., whether
the eligible agency met the MOE requirement in section 211(b) of Perkins V).
Should any issues be noted during the review, the Department will immediately contact the eligible
agency for resolution. By mid-April, barring any lingering issues, the Department will send a CAR
outcome letter via email to each agency notifying them of the outcome of their CAR submission.
For Further Information
For questions regarding the CAR submission, an eligible agency may contact its Perkins Regional
Coordinator as provided under Contacts on the Perkins Collaborative Resource Network at:
https://cte.ed.gov/contact/staff-by-state-responsibility.
8
U. S. Department of Education
Office of Career, Technical, and Adult Education
Strengthening Career and Technical Education for the 21st Century Act
(Perkins V) Consolidated Annual Report
I. COVER PAGE
A.
State Name:
B.
PR/Award Number:
C.
Program Year Covered by this Report: From
To
(MM/DD/YY)
D.
(MM/DD/YY)
Individual Serving as State Director for Career and Technical Education:
A. Name:
B. Official Position Title:
C. Agency:
D. Telephone: (
E.
)
5. Email:
Lead Individuals Completing This Report:
Sections of Report
II.
Narrative
Performance Report
III.
Financial Status Reports
IV.
Performance Reports
Place a check () in the box for any section where the lead individual is the same as the
State CTE director listed in Item D above.
Where the lead individual for any section is different than the State CTE director listed in
Item D above, provide their name, title, and agency below. If this individual (rather than
the State CTE director) can be contacted directly by the Department for further information
on the section of the report, also provide a telephone number and/or email address.
Name:
Name:
Name:
Title:
Title:
Title:
9
Agency:
Agency:
Agency:
Telephone:
Telephone:
Telephone:
Email:
Email:
Email:
* Note: The FSRs contained in this report must be separately certified and signed by the State
official authorized by State law to perform these functions on behalf of the State, using the
PIN supplied to the State by the Department.
F.
CERTIFICATION OF REPORT: I certify to the best of my knowledge and belief that this
report, consisting of narrative performance report, financial status reports (FSRs), and
performance data report, is accurate and complete. I understand that the U.S. Department of
Education will use only the performance data that it receives for the most recently completed
program year by the January 31 submission deadline of the following calendar year to
determine whether my State has met at least 90 percent of its State determined performance
levels for each of the core indicators of performance under section 113(b)(2) of Perkins V, or
whether my State must submit a program improvement plan as required in section 123(a)(1) of
Perkins V. I further understand that the use of the Personal Identification Number (PIN)
supplied to me by the Department to certify and submit the CAR is the same as certifying and
signing the document with a hand-written signature.
Signature of State CTE Director
using PIN supplied by the Department
Date
10
II: NARRATIVE PERFORMANCE REPORT
A.
Instructions
Each eligible recipient of Federal funds must comply with the requirements for submitting annual
performance reports to the Department pursuant to 2 CFR 200.329. These requirements include
providing a comparison of actual accomplishments to the objectives of the Federal award and, if
applicable, the reasons why established goals were not met. In meeting this requirement, the eligible
agency must provide narrative information as described below.
B.
Narrative Performance Report Form
1.
Implementation of State Leadership Activities
a.
Describe your process and priorities in making funds available to serve individuals in
State institutions, such as State correctional institutions, juvenile justice facilities, and
educational institutions that serve individuals with disabilities. (Section 112(a)(2)(A)
of Perkins V)
b.
Describe your major accomplishments as a result of using State leadership funds for
required activities in the following four key areas to improve career and technical
education (CTE)—
i.
Preparation for non-traditional fields in current and emerging professions,
programs for special populations, and other activities that expose students,
including special populations, to high-skill, high-wage, and in-demand
occupations.
ii.
Support for individuals in State institutions, such as State correctional
institutions, including juvenile justice facilities, and educational institutions that
serve individuals with disabilities.
iii.
Recruiting, preparing, or retraining career and technical education teachers,
faculty, specialized instructional support personnel, or paraprofessionals,
such as preservice, professional development, or leadership development
programs.
iv.
Providing technical assistance for eligible recipients.
(Sections 112(a)(2)(B) and 124(a)(1) of Perkins V)
c.
Describe your process and priorities in making funds available for the recruitment of
special populations to enroll in career and technical education programs. Indicate the
major accomplishments as a result of using these funds. (Section 112(a)(2)(A) of
Perkins V)
11
d.
Report on the effectiveness of the use of State leadership funds in—
i.
Achieving the goals described in section 122(d)(2) of Perkins V and the Statedetermined levels of performance described in section 113(b)(2)(3)(A) of
Perkins V.
ii.
Reducing disparities or performance gaps as described in section
113(b)(2)(3)(C)(ii)(II) of Perkins V.
(Section 124(a)(2) of Perkins V)
2.
Fiscal Responsibility
a.
For each recipient or entity that is eligible to receive a subaward under section 131
(secondary education programs) of Perkins V, please provide the information
indicated in the Secondary Subawards (Section 131) Form.
In completing the form, each State must follow the instructions provided below.
Data contained in each row in the form should correspond to a single eligible
recipient or entity, such as a local educational agency.
i.
Completing Columns A through G
•
Column A – Identify the name of the recipient or entity eligible to receive a
subaward under section 131 of Perkins V.
•
Column B – Identify the recipient’s or entity’s 7-digit National Center for
Education Statistics (NCES) district identification number, which can be
found at https://nces.ed.gov/ccd/districtsearch.
•
Column C – Identify the amount of the subgrant funds for which the recipient
or entity was eligible under the Perkins V section 131 formula used by your
State in your initial formula run, before minimum allocation requirements
were applied or before a recipient or entity joined a consortium.
In special cases where an educational service agency or area career and
technical education school was designated as a consortium fiscal agent or
recipient of subgrant funds, and was not calculated in the initial formula run,
enter “0” (zero).
•
Column D – Identify the amount of section 131 subgrant funds the recipient
or entity was actually awarded by the State.
If the recipient or entity is part of a consortium and is not the fiscal agent for
the consortium, enter “0” (zero). If the recipient or entity is part of a
consortium and is the fiscal agent for the consortium, enter the full amount
12
received by the consortium.
•
Column E –
o Enter a “0” if the recipient or entity is not a member of a consortium.
o Enter a “1” if the recipient or entity is a member of a consortium for
purposes of meeting the minimum allocation requirement per section
131(c) of Perkins V.
o Enter a “2” if the recipient or entity is a member of a consortium by
distributing a portion of funds made available under section 112(a)(1)
to the appropriate area career and technical education school or
educational service agency per section 131(e) of Perkins V.
o Enter a “3” if the recipient or entity is a member of a consortium for
other purposes not described above.
b.
•
Column F – If the recipient or entity is a member of a consortium, identify
the State-assigned identification or award number of the consortium
subgrant.
•
Column G – If the recipient or entity is a member of a consortium, indicate
whether the recipient or entity is the fiscal agent for the consortium (Y/N).
For each institution or entity that is eligible to receive a subaward under section 132
(postsecondary education programs), please provide the information indicated in the
Postsecondary Subawards (Section 132) Form.
In completing the form, each State must follow the instructions provided below.
Data contained in each row in the form should correspond to a single eligible
institution or entity, such as a community college.
i.
Completing Columns A through G
•
Column A – Identify the name of the institution or entity eligible to receive a
subaward under section 132 of Perkins V.
•
Column B – Identify the institution’s or entity’s 6-digit Integrated
Postsecondary Education Data System (IPEDS) identification number, which
can be found at https://nces.ed.gov/globallocator.
•
Column C – Identify the amount of the subgrant funds for which the
institution or entity was eligible under the Perkins V section 132 formula
used by your State in your initial formula run, before minimum allocation
requirements were applied or before an institution or entity joined a
consortium.
13
•
Column D – Identify the amount of section 132 subgrant funds the
institution or entity was actually awarded by the State.
If the institution or entity is part of a consortium and is not the fiscal
agent for the consortium, enter “0” (zero). If the institution or entity
is part of a consortium and is the fiscal agent for the consortium,
enter the full amount received by the consortium.
•
Column E –
o Enter a “0” if the institution or entity is not a
member of a consortium.
o Enter a “1” if the institution or entity is a member of a
consortium for purposes of meeting the minimum allocation
requirement per section 132(a)(3) of Perkins V.
o Enter a “2” if the institution or entity is a member of a
consortium for other purposes not described above.
c.
•
Column F – If the institution or entity is a member of a consortium,
identify the State-assigned identification or award number of the
consortium subgrant.
•
Column G – If the institution or entity is a member of a consortium,
indicate whether the institution or entity is the fiscal agent for the
consortium (Y/N).
Describe your process and priorities in using the reserve for local
recipients, if applicable. Indicate the major accomplishments of your local
recipients as a result of using these funds. (Section 112(a)(1) and (3) of
Perkins V)
3. Identification of CTE Concentrators
a.
Briefly describe the policies and procedures your State uses to identify CTE
concentrators at the secondary and postsecondary levels and the strategies your
State uses to validate the identification of CTE concentrators to ensure that all
CTE concentrators are included in performance reporting at the secondary and
postsecondary levels.
4. Use of Perkins V Funds in the Middle Grades
a.
Briefly describe the eligible agency’s policies on the use of Perkins V funds to
serve students in the middle grades consistent with Section 135(b)(1) of Perkins V,
including the grade levels for which funds may be used in the State.
14
5. Accountability for Results
a.
If the eligible agency counts CTE concentrators who received “industry-recognized
certificates and certifications” in the numerator of the secondary program quality indicator
that measures the attainment of a recognized postsecondary credential (5S1), please
describe how the eligible agency determines that these credentials are recognized by
industry, and what methods, if any, are used to disseminate this information to eligible
recipients.
b.
For CTE concentrators who received “industry-recognized certificates and certifications”
and were counted in the numerator of the postsecondary performance indicator that
measures the attainment of a recognized postsecondary credential (2P1), please describe
how the eligible agency determines that these credentials are recognized by industry. and
what methods, if any, are used to disseminate this information to eligible recipients.
c.
If the eligible agency counts CTE concentrators who attained postsecondary credits in the
relevant career and technical education program or program of study through a dual or
concurrent enrollment or another transfer agreement in the numerator of the secondary
program quality indicator that measures attainment of postsecondary credits (5S2), please
provide the number of postsecondary credits that a student must complete in order to be
counted in the numerator for 5S2.
d.
If the eligible agency counts CTE concentrators who participated in work-based learning in
the numerator of the secondary program quality indicator that measures participation in
work-based learning (5S3), please provide the number of work-based learning hours (or
other unit of measurement used by the State) that a student must complete in order to be
counted in the numerator for 5S3.
6. Size, Scope, and Quality
7.
a.
Pursuant to section 135(b) of Perkins V, provide the eligible agency’s definition for
“size”, “scope”, and “quality” that will be used to evaluate the uses of funds for eligible
recipients that receive funds under section 131 (secondary CTE programs) or provide a
description of the eligible agency’s implementation of these terms with respect to
programs funded under section 131.
b.
Pursuant to section 135(b) of Perkins V, provide the eligible agency’s definition for “size”,
“scope”, and “quality” that will be used to evaluate the uses of funds for eligible recipients
that receive funds under section 132 (postsecondary CTE programs) or provide a
description of the eligible agency’s implementation of these terms with respect to programs
funded under section 132.
High-Skill and High-Wage Occupations or Industries
a.
Describe how the eligible agency defines “high-skill” and “high-wage” occupations or
industries, or provide a description of the eligible agency’s implementation of these terms
15
to meet the requirement in section 122(d)(9)(C) of Perkins V and to meet the assurance in
section 122(d)(13) of Perkins V.
b.
8.
Describe how the eligible agency provides information on high-skill, high-wage, or indemand industry sectors or occupations to eligible recipients to enable eligible recipients to
meet the requirements for the contents of local applications in section 134(b) of Perkins V
and comprehensive local needs assessments in section 134(c) of Perkins V.
Disparities or Gaps in Performance
a.
Review your State’s performance data in section IV.B.3 of this report. Identify
and quantify any disparities or gaps in performance on the State determined
levels of performance between any disaggregated category of students and all
CTE concentrators served by the eligible agency under the Act. Include a
quantifiable description of the progress each disaggregated category of students
has made in meeting the State determined levels of performance.
(Section 113(b)(2)(2)(C)(ii)(II) of Perkins V)
9.
Implementation of State Program Improvement Plans
a.
Review your State’s performance data in section IV.B.3 of this report. If your State
failed to meet at least 90 percent of a State-determined level of performance for any of
the core indicators under section 113(b)(2)(2) of Perkins V for all CTE concentrators,
provide a State program improvement plan. The plan should address, at a minimum,
the following items:
i.
The core indicator(s) that your State failed to meet at the 90 percent threshold.
ii.
The disaggregated categories of students for which there were quantifiable
disparities or gaps in performance compared to all students or any other category
of students.
iii.
The action steps which will be implemented, beginning in the current program
year, to improve the State’s performance on the core indicator(s) and for the
categories of students for which disparities or gaps in performance were
identified.
iv.
The staff member(s) in the State who are responsible for each action step.
v.
The timeline for completing each action step.
vi.
The targeted completion date.
(Section 123(a)(1) of Perkins V)
16
C.
State Allocation Subaward Forms
See attached Excel spreadsheets containing -1. Secondary Subawards (Section 131) Form
2. Postsecondary Subawards (Section 132) Form
17
III.
A.
FINANCIAL STATUS REPORTS (FSRs)
Instructions
As a recipient of Federal funds, each eligible recipient must comply with the requirements for
submitting annual financial reports to the Department pursuant to 2 CFR 200.328. To meet these
requirements, an eligible agency must complete two separate forms, an interim FSR and a final
FSR, each containing the same items. The interim FSR covers the first 12 and/or 15-month
period for which the grant was awarded, while the final FSR covers the entire 27-month period
for which the grant was awarded. An eligible agency must liquidate all existing obligations by
the time it files its final FSR.
In completing the FSRs, it is important to note that Federal funds under Perkins V, similar to
most State-administered programs, are available for obligation in the State for a 15-month period
from July in the fiscal year for which the funds were appropriated through September 30 of the
following fiscal year (referred to as the “funding period”). Any unobligated Perkins V funds
(referred to as “carryover funds”) are then covered by the so-called “Tydings Amendment,”
which gives eligible agencies an additional 12 months to obligate those funds. As a result, an
eligible agency has up to 27 months to obligate funds awarded in any fiscal year. An eligible
agency cannot make additional obligations against the grant award after the end of the Tydings
period. Pursuant to 2 CFR 200.344(b), an eligible agency has four months or 120 days following
the 27- month period in which to liquidate its obligations.
In completing the forms, each State must follow the instructions provided below.
1.
Completing Blocks I-IX
Above the FSR matrix are the following items, which must be completed:
•
Block I – State Name: the name of the State submitting the FSR.
•
Block II – Federal Funding Period: the 15-month funding period for the Perkins V
grant award (i.e., July 1, 2024 through September 30, 2025).
•
Block III – FSR Report Period: the dates covered by the FSR. The dates for the
interim FSR report may span up to a 15-month period (i.e., July 1, 2024 through
September 30, 2025) and the final report may span up to a 27-month period (i.e., July
1, 2024 through September 30, 2026).
•
Block IV – Accounting Basis: the accounting method used by the State to track
program expenditures (e.g., cash or accrual).
•
Block V – Grant Award Number: the grant award numbers for the State’s Perkins
V grant.
18
2.
•
Block VI – Perkins V Grant Award Amount: the amount of the Perkins V grant
award as indicated on the State’s grant award notification (GAN).
•
Block VII and VIII – Amended Interim/Final FSR: a check () in the box
indicates that the State is filing an amended interim or final FSR, respectively, as of
the date indicated on the accompanying line. See Introduction and Submission
Requirements for further instructions on submitting an amended interim or final FSR.
•
Block IX (below the FSR matrix) – Certification: the report must be certified and
signed by the State official authorized by State law to perform these functions on
behalf of the State. This authorized individual may use the PIN supplied to the State
by the Department per the instructions listed in Introduction and Submission
Requirements. The use of the PIN to certify and submit the CAR is the same as
certifying and signing the document.
Completing Row Items A-N
Below are row headings that appear on the FSR matrix. Headings are listed in the order in
which they appear (top to bottom) on the FSR. A State must provide information pertaining
to each of these rows on the columns of the FSR, with the exception of shaded header rows
and the Net Outlays Previously Reported on the Interim FSR Form. Total rows are
automatically calculated on the online CAR portal system.
a.
Funds for Local Distribution
•
Row A – Reserve Funds for Secondary Recipients: the amount of Perkins V
funds that the eligible agency made available as a reserve for eligible recipients
under section 112(c) of Perkins V.
•
Row B – Reserve Funds for Postsecondary Recipients: the amount of
Perkins V funds that the eligible agency made available as a reserve for
postsecondary eligible recipients under section 112(c) of Perkins V.
•
Row C – Subtotal – Reserve Funds: the total amount of Perkins V funds that
the eligible agency made available as a reserve for eligible recipients under
section 112(c) of Perkins V. This amount shall not be more than 15 percent of
the funds made available for local distribution to eligible recipients on Row G.
•
Row D – Local Formula Funds for Secondary Recipients: the amount of
Perkins V funds that the eligible agency made available via formula to
secondary recipients under section 131 of Perkins V.
•
Row E – Local Formula Funds for Postsecondary Recipients: the amount of
Perkins V funds that the eligible agency made available via formula to
postsecondary recipients under section 132 of Perkins V.
19
b.
c.
•
Row F – Subtotal – Local Formula Funds: the total amount of Perkins V
funds that the eligible agency made available via formula to eligible recipients
under sections 131 and 132 of Perkins V. This amount, when added to any
reserve funds under Row C, shall not be less than 85 percent of the State’s
Perkins allocation amount on Block VI.
•
Row G – Subtotal – Funds for Local Distribution: the total amount of funds
the eligible agency made available to eligible recipients via the reserve on Row
C and local formula distribution on Row F. This amount shall not be less than
85 percent of the State’s Perkins allocation amount in Block VI.
Funds for State Leadership
•
Row H – Funds for State Institutions: the amount of funds the eligible agency
made available to serve individuals in State institutions, such as State
correctional institutions, juvenile justice facilities, educational institutions that
serve individuals with disabilities, and other State institutions. This amount shall
not be more than two percent of the State’s Perkins allocation amount in Block
VI.
•
Row I – Funds for Nontraditional Preparation: the amount of funds the
eligible agency made available to prepare individuals for non-traditional fields.
This amount shall not be less than $60,000 and not be more than $150,000.
•
Row J – Funds for Special Populations Recruitment: the amount of funds
the eligible agency made available for the recruitment of special populations
students to enroll in career and technical programs. This amount shall not be
less than the lesser of an amount equal to 0.1 percent of the funds made
available by the eligible agency for State leadership activities as noted on Row
L, or $50,000.
•
Row K – Funds for Other Leadership Activities: the amount of funds the
eligible agency made available for other leadership activities under section 124
of Perkins V.
•
Row L – Subtotal – Funds for State Leadership: the amount of funds the
eligible agency made available for State leadership as noted on Rows H-K.
This amount shall not be more than 10 percent of the State’s Perkins allocation
amount on Block VI.
Funds for State Administration
•
Row M – Subtotal – Funds for State Administration: the total amount of
Perkins V funds that the eligible agency made available for State
administration activities described in section 112(a)(3) of Perkins V. This
amount shall not be more than 5 percent, or $250,000, whichever is
20
greater, of the State’s total Perkins allocation amount on Block VI.
d.
Total Funds
•
3.
Row N – Total funds for all columns will be automatically generated..
Completing Columns 1-11
The column headings on the FSR matrix are used to track expenditures for each of the rows
noted above and are generally self-explanatory. Notes are provided below to further assist
eligible agencies in completing the FSR.
•
Column 1 – Net Outlays Previously Reported: this column will be blank for the
interim report; for the final report, this column should reflect column 4 of the interim
report.
•
Column 2 – Total Outlays This Report Period: this column reports first-year
expenditures for the interim report and carry-over year expenditures on the final
report. It includes non-Federal outlays made during the reporting period.
•
Column 3 – Program Income Credits: this column reports program income, which
is discussed in detail at 2 CFR 200.307. This column will be blank in most instances.
•
Column 4 – Net Outlays This Report Period – this column eliminates program
income in Column 3 from total outlays in Column 2.
•
Column 5 – Net Outlays To Date – this column reports net outlays to date. This
column is the same as column 4 on the interim report; for the final report, this column
is the sum of Column 1 and Column 4.
•
Column 6 – Non-Federal Share of Outlays – this column reports non-Federal
outlays ((State expenditures) made during the State fiscal year (12-month period
that covers July 1 – June 30 for most States) to meet the maintenance of effort,
State administration matching, and State administration hold-harmless
requirements of sections 211(b), 112(b) and 223(a) of Perkins V, respectively.
•
Column 7 – Total Federal Share of Outlays – this column establishes the total level
of Federal outlays by eliminating non-Federal outlays.
•
Column 8 – Federal Share of Unliquidated Obligations – this column establishes
the Federal level of unliquidated obligations.
21
B.
•
Column 9 – Federal Share of Outlays and Unliquidated Obligations – this column
represents the total outlays made and the level of unliquidated obligations
outstanding. (Column 7 plus Column 8)
•
Column 10 – Federal Funds Authorized – this column should reflect the available
resources from the total Perkins V grant funds (Block VI) earmarked for the specific
row purpose.
•
Column 11 – Balance of Federal Funds – this column should reflect only
unobligated funds available for the carry-over year for the interim report; for the final
report, this column must reflect the amount of lapsed funds that the State is returning
to the Federal Treasury. (Column 10 minus Column 9)
FSR Forms
See attached Excel spreadsheets containing—
1.
2.
Interim FSR Form; and
Final FSR Form.
22
IV. PERFORMANCE DATA REPORTS
A.
Instructions
Section 113(b)(3)(C) of Perkins V requires each eligible agency that receives an allotment under
section 111 to annually prepare and submit to the Secretary a report regarding—
•
the progress of the State in achieving the State determined levels of performance on the
core indicators of performance described in section 113(b)(2)(A) of the Act.
•
the actual levels of performance for all career and technical education (CTE) concentrators,
and for each of the subgroups of students, as described in section 1111(h)(1)(C)(ii)1 of the
Elementary and Secondary Education Act of 1965, and special populations, as described in
section 3(48) of Perkins V.
Each eligible agency also must disaggregate data for each of the core indicators for the subgroups
of students, as described in section 1111(h)(1)(C)(ii) of the ESEA, and special populations, as
described in section 3(48), that are served under this Act; and (bb) by the career and technical
education programs or programs of study of the CTE concentrators, except that in a case in which
reporting by such program or program of study is impractical, the data may be disaggregated by
the career clusters of the CTE concentrators, if appropriate.
To meet the requirement for the submission of annual performance data to the Department, the
eligible agency must complete the following forms: CTE participant enrollment form, CTE
concentrator enrollment form, and CTE concentrator performance forms. In completing the
forms, each State must use the basic reporting instructions and definitions as described below.
1.
Basic Reporting Instructions
a.
1
All Forms
i.
An eligible agency must report on all students participating in all CTE programs
of Perkins funded eligible recipients.
ii.
An eligible agency must use the definitions for a “CTE participant” and “CTE
concentrator” in section 3(13) and 3(12), respectively, of Perkins V and as
provided in Item 2 below.
The subgroups identified in 1111(h)(1)(C)(ii) of the ESEA are: 1) each major racial and ethnic group; 2) economically disadvantaged
students as compared to students who are not economically disadvantaged; 3) children with disabilities as compared to children without
disabilities; 4) English proficiency status; 5) gender; and 6) migrant status], 7) homeless status, 8) status as a child in foster care, and 9)
status as a student with a parent who is a member of the Armed Forces (as defined in section 101(a)(4) of title 10, United States Code) on
active duty (as defined in section 101(d)(5) of such title).
23
b.
CTE Participant and Concentrator Enrollment Forms
i.
An eligible agency must report participant and concentrator data for the
preceding program year. For example, in its January 31, 2022, CAR
submission, an eligible agency must report data for program year covering July
1, 2020, through June 30, 2021.
ii.
An eligible agency must provide an unduplicated count of its CTE participants
in the:
1)
2)
3)
Middle grades (beginning in FY 2026, to the extent such data are
available),
High school, and
Postsecondary levels.
As well as CTE concentrators at the secondary and postsecondary levels.
iii.
An eligible agency must provide disaggregated data for its CTE participants and
CTE concentrators in the 16 career clusters2 listed below by gender,
race/ethnicity, and for each of the subgroups of students described in section
1111(h)(1)(C)(ii) of the Elementary and Secondary Education Act of 1965
(ESEA), and for each of the special populations described in section 3(48) and
as defined in Section 2 below.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
2
Agriculture, Food, and Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
The Department has determined that it is appropriate for reporting at the career cluster level. See Section 113(b)(3)(C)(ii)(I)(bb)
of Perkins V. States may also provide additional disaggregation by State-specific programs of study, if they wish.
24
15) Science, Technology, Engineering & Mathematics
16) Transportation, Distribution & Logistics
17) Other; please identify:
In providing this count—
c.
-
Disaggregated data may be duplicative counts.
-
If the eligible agency has a different name for a cluster, they should select
the closest applicable of the career clusters in which to place the student.
-
If the eligible agency does not provide one or more of the 16 career
clusters, they must indicate a -9 (program not offered) in that column.
CTE Concentrator Performance Forms
i.
The Department will pre-populate the State-determined performance levels
(SDPLs) on each performance form using the SDPL Form submitted by the
eligible agency in its Perkins V State Plan and revisions, if any.
ii.
An eligible agency must provide aggregate data (an unduplicated total) for the
specified numerator and denominator for each of the section 113(b)(2) core
indicators of performance as presented on Table 2, including one or more of
the program quality indicators(s) it has included in its approved Perkins V
State Plan.
iii.
An eligible agency must provide disaggregated data on the performance of CTE
concentrators by gender, race/ethnicity, and for each of the subgroups of
students described in section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act of 1965 (ESEA), and for each of the special populations
described in section 3(48) and as defined in Section 2 below. Special population
disaggregated data may be duplicative counts; for example, a student may be
both an “English Learner” and “economically disadvantaged.”
iv.
An eligible agency must provide disaggregated data on the performance of CTE
concentrators by the 16 career clusters and any other career cluster recognized in
their State as described in Item b.iii above. Cluster disaggregated data may be
duplicative counts; for example, a student may be counted in both “Health
Science” and “STEM” career clusters.
v.
To the extent these data are available, eligible agencies are requested to
disaggregate certain education and employment outcomes (described below) of
secondary CTE concentrators who have exited secondary education (3S1) and
postsecondary CTE concentrators who have completed a program (1P1) by
25
placement type.
vi.
1)
To the extent these data are available, eligible agencies are required to
disaggregate data on secondary exiters and postsecondary completers who
enrolled in postsecondary education or “advanced training” by the type of
postsecondary education program in which they enrolled (e.g., certificate,
associate degree, or baccalaureate degree programs) and the type of
advanced training in which they enrolled (e.g., Registered Apprenticeship,
pre-apprenticeship programs, certification and licensure programs offered
at an adult technical center, or other type of advanced training identified
by the State).
2)
To the extent these data are available, eligible agencies are also required to
disaggregate employment placement data to identify the number of
secondary exiters and postsecondary completers who are employed in
“high-skill sectors and occupations” and “high-wage sectors and
occupations,” as those terms are defined by eligible agencies in their
response to the CAR.
The disaggregation of data is not required when the number of students in a
category is insufficient to yield statistically reliable information or when the
results would reveal personally identifiable information about an individual
student.3
vii. Each cell on the student enrollment forms must contain a digit, a “0” (zero), -9
(program not offered), or -1 (not provided). A “0” indicates that there are no
students in the cell. A -1 means that the eligible agency attempted, but was
unable, to obtain data from its eligible recipients. Please note that a -1 will be
counted as a “0” in aggregated totals.
3
An eligible agency is not required to submit data to the Department for any category for which the number of students is insufficient to yield
statistically reliable information or when the results would reveal personally identifiable information about an individual student.
26
2.
Definitions of Terms
a.
Definitions for Programs and Students
i.
CAREER AND TECHNICAL EDUCATION.—The term ``career and technical
education'' means organized educational activities that—
(A) offer a sequence of courses that-(i) provides individuals with rigorous academic content and relevant
technical knowledge and skills needed to prepare for further
education and careers in current or emerging professions, which may
include high-skill, high-wage, or in-demand industry sectors or
occupations, which shall be, at the secondary level, aligned with the
challenging State academic standards adopted by a Stat under
section 1111(b)(1) of the Elementary and Secondary Education Act
of 1965;
(ii) provides technical skill proficiency or a recognized postsecondary
credential which may include an industry-recognized credential, a
certificate, or an associate degree ; and
(iii) may include prerequisite courses (other than a remedial course) that
meet the requirements of this subparagraph;
(B) include competency-based, work-based, or other applied learning that
supports the development of academic knowledge, higher-order reasoning
and problem-solving skills, work attitudes, employability skills, technical
skills, and occupation-specific skills, and knowledge of all aspects of an
industry, including entrepreneurship, of an individual;
(C) to the extent practicable, coordinate between secondary and postsecondary
education programs through programs of study, which may include
coordination through articulation agreements, early college high school
programs, dual or concurrent enrollment program opportunities, or other
credit transfer agreements that provide postsecondary credit or advanced
standing; and
(D) may include career exploration at the high school level or as early as the
middle grades (as such term is defined in section 8101of the Elementary
and Secondary Education Act of 1965).
(Section 3(5) of Perkins V)
ii.
PROGRAM OF STUDY.—The term “program of study” means a coordinated,
nonduplicative sequence of academic and technical content at the secondary and
postsecondary level that—
(A) incorporates challenging State academic standards, including those
adopted by a State under section 1111(b)(1) of the Elementary and
Secondary Education Act of 1965;
(B) addresses both academic and technical knowledge and skills, including
employability skills;
27
(C) is aligned with the needs of industries in the economy of the State, region,
Tribal community, or local area;
(D) progresses in specificity (beginning with all aspects of an industry or
career cluster and leading to more occupation-specific instruction);
(E) has multiple entry and exit points that incorporate credentialing; and
(F) culminates in the attainment of a recognizes postsecondary credential.
(Section 3(41) of Perkins V)
iii.
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.
(Section 3(13) of Perkins V)
iv.
CTE CONCENTRATOR.—The term “CTE concentrator” means—
(A) 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; and
(B) at the postsecondary level, a student enrolled in an eligible recipient who
has—
(i) earned at least 12 credits within a career and technical education
program or program of study; or
(ii) completed such a program if the program encompasses fewer than 12
credits or the equivalent in total.
(Section 3(12) of Perkins V)
*
b.
This means that once a student completes 2 courses in a single CTE
program or program of study, the student is counted as a CTE
concentrator.
Definitions for Reporting Disaggregated Data
i.
Race/Ethnicity - Secondary Level
(A) Major Racial and Ethnic Groups
As mentioned above, Perkins V requires eligible agencies to report and
disaggregate data on levels of performance for CTE concentrators by the
subgroups described in section 1111(h)(1)(C)(ii) of the ESEA, including
major racial and ethnic groups. A State must use the major racial and
ethnic groups in its State as established in its approved Consolidated State
Plan under section 8302 of the ESEA (please note that this need not
include all of the categories established in the Classification of Federal
Data on Race and Ethnicity established by OMB and the Department
https://www.gpo.gov/fdsys/pkg/FR-2007-10-19/pdf/E7-20613.pdf).
28
(B) Additional Subgroups Included in Consolidated Plans under the
Elementary and Secondary Education Act
An eligible agency also may report disaggregated data using any additional
or combined subgroups included in its approved consolidated ESEA State
plan. In such a case, the eligible agency should report these categories in
the “additional information” section on each form.
ii.
Race/Ethnicity - Postsecondary Level
(A) The following categories and definitions are based on the Revisions to the
Standards for the Classification of Federal Data on Race and Ethnicity that
was issued by OMB in 1997:
-
American Indian or Alaskan Native – A person having origins in any
of the original peoples of North and South America (including
Central America), and who maintains a tribal affiliation or
community attachment.
-
Asian – A person having origins in any of the original peoples of the
Far East, East, Southeast Asia, or the Indian subcontinent including,
for example, Cambodia, China, India, Japan, Korea, Malaysia,
Pakistan, the Philippine Islands, Thailand, and Vietnam.
-
Black or African American – A person having origins in any of the
Black racial groups of Africa.
-
Hispanic or Latino– A person of Cuban, Mexican, Puerto Rican,
South or Central American, or other Spanish culture or origin.
-
Native Hawaiian or Other Pacific Islander – A person having origins
in any of the original peoples of Hawaii, Guam, Samoa, or other
Pacific Islands.
-
White – A person having origins in any of the original peoples of
Europe, the Middle East, or North Africa.
-
Two or More Races – A person belonging to two or more racial
groups.
-
Race and/or Ethnicity Unknown – A postsecondary student only who
does not self-identify a race and/or ethnicity on a local information
collection.
29
iii.
Student Categories Described in Perkins V and the ESEA
(A) Table 3 at the end of this section provides the statutory definitions under
Perkins V and ESEA for the student categories to be used in reporting
disaggregated data for the secondary and postsecondary indicators of
performance on the CAR data forms.
(B) Where a student category has a different definition under Perkins V and ESEA,
data for those students should be reported together for that category on the
CAR data forms. For example, within the category “Individual with a
Disability,” an eligible agency would report data for individuals with a
disability under section 3 of the Americans with Disabilities Act of 1990 (42
U.S.C. 12102) and children with a disability as defined in section 602(3) of the
Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 401(3)).
B.
Performance Data Forms
See attached Excel spreadsheets containing—
1.
2.
3.
CTE Participant Enrollment Forms;
CTE Concentrator Enrollment Forms; and
CTE Concentrator Performance Forms
30
Table 2: Section 113(b)(2) Core Indicators of Performance
Numerator and Denominator Specifications
Indicator Codes
Indicator Names
Secondary Level
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).
Numerator: The number of CTE concentrators at the secondary level who, in
the reporting year, are included in the numerator for the four-year adjusted
cohort graduation rate under ESEA section 8101(25)(A)(ii) (i.e., the number of
CTE concentrators at the secondary level who graduated from high school with
a regular high school diploma as defined in ESEA section 8101(43)* before,
during, or at the conclusion of the fourth year of high school or the summer
session immediately following the fourth year of high school; plus, if the State
has adopted an alternate diploma, all CTE concentrators with the most
significant cognitive disabilities who were assessed using an alternate
assessment aligned with alternate academic achievement standards under ESEA
section 1111(b)(2)(D) and who graduated with a State-defined alternate diploma
that is standards-based, aligned with the State requirements for the regular high
school diploma, and obtained within the time period for which the State ensures
the availability of a free appropriate public education under section 612(a)(1) of
the Individuals with Disabilities Education Act, in the reporting year).
Denominator: The number of CTE concentrators at the secondary level who, in
the reporting year, were included in the four-year adjusted cohort (i.e.,
denominator) used to calculate the four-year adjusted cohort graduation rate (as
defined in ESEA section 8101(25)).
* Consistent with sections 8101(25)(A)(ii)(II) and 8101(43)(B) of the ESEA,
this shall not include any student awarded a recognized equivalent of a diploma,
such as a general equivalency diploma, certificate of completion, certificate of
attendance, or similar lesser credential.
31
1S1
Four-Year Graduation Rate
(At the State’s discretion) The percentage of CTE concentrators who graduate
high school, as measured by extended-year adjusted cohort graduation rate
defined in ESEA section 8101.
1S2
Extended-Year Graduation Rate
2S1
Academic Proficiency in
Reading/Language Arts
Numerator: The number of CTE concentrators at the secondary level who, in
the reporting year, are included in the numerator for the extended-year adjusted
cohort graduation rate under ESEA section 8101(23)(A)(ii) (i.e., the number of
CTE concentrators at the secondary level who earned a regular high school
diploma as defined in ESEA section 8101(43)* before, during, or at the
conclusion of one or more additional years beyond the fourth year of high
school, or a summer session immediately following the additional year of high
school; and all students with the most significant cognitive disabilities in the
cohort assessed using the alternate assessment aligned to alternate academic
achievement standards under ESEA section 1111(b)(2)(D) and awarded a Statedefined alternate diploma that is standards-based; aligned with the State
requirements for the regular high school diploma; and obtained within the time
period for which the State ensures the availability of a free appropriate public
education under section 612(a)(1) of the Individuals with Disabilities Education
Act (20 U.S.C. 1412(a)(1) in the reporting year).
Denominator: The number of CTE concentrators at the secondary level who, in
the reporting year, were included in the adjusted cohort (i.e., denominator) used
to calculate the extended-year adjusted cohort graduation rate (as defined in
ESEA section 8101(23)).
* Consistent with sections 8101(23)(A)(ii)(II) and 8101(43)(B) of the ESEA,
this shall not include any student awarded a recognized equivalent of a diploma,
such as a general equivalency diploma, certificate of completion, certificate of
attendance, or similar lesser credential.
CTE concentrator proficiency in the challenging State academic standards
adopted by the State under ESEA section 1111(b)(1), as measured by the
academic assessments in reading/language arts as described in ESEA section
1111(b)(2).
Numerator: The number of CTE concentrators who achieved proficiency or higher in
reading/language arts in the challenging State academic standards adopted by the
State under ESEA section 1111(b)(1), as measured by the academic assessments
described in ESEA section 1111(b)(2) of such Act, whose scores were reported by the
32
State in accordance with ESEA section 1111(h)(1)(C)(ii) for any year in which the
student was enrolled in the school, and who, in the reporting year, exited secondary
education.
Denominator: The number of CTE concentrators who took the ESEA assessment in
reading/language arts whose scores were reported by the State in accordance with
ESEA section 1111(h)(1)(C)(ii) for any year in which the student was enrolled in
school, and who, in the reporting year, exited secondary education.
CTE concentrator proficiency in the challenging State academic standards
adopted by the State under ESEA section 1111(b)(1), as measured by the
academic assessments in mathematics as described in ESEA section 1111(b)(2).
2S2
Academic Proficiency in Mathematics
2S3
Academic Proficiency in Science
Numerator: The number of CTE concentrators who achieved proficiency or
higher in mathematics in the challenging State academic standards adopted by
the State under ESEA section 1111(b)(1), as measured by the academic
assessments described in ESEA section 1111(b)(2) of such Act , whose scores
were reported by the State in accordance with section ESEA 1111(h)(1)(C)(ii)
for any year in which the student was enrolled in the school, and who, in the
reporting year, exited secondary education.
Denominator: The number of CTE concentrators who took the ESEA
assessment in mathematics whose scores were reported by the State in
accordance with ESEA section 1111(h)(1)(C)(ii) for any year in which the
student was enrolled in school, and who, in the reporting year, exited secondary
education.
CTE concentrator proficiency in the challenging State academic standards
adopted by the State under ESEA section1111(b)(1) , as measured by the
academic assessments in science as described in ESEA section 1111(b)(2).
Numerator: The number of CTE concentrators who achieved proficiency or
higher in science in the challenging State academic standards adopted by the State
under ESEA section 1111(b)(1), as measured by the academic assessments
described in ESEA section 1111(b)(2), whose scores were reported by the State in
accordance with ESEA section 1111(h)(1)(C)(ii) for any year in which the student
was enrolled in the school, and who, in the reporting year, exited secondary
education.
Denominator: The number of CTE concentrators who took the ESEA assessment
in science whose scores were reported by the State in accordance with ESEA
section 1111(h)(1)(C)(ii) for any year in which the student was enrolled in school,
33
and who, in the reporting year, exited secondary education.
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.
3S1
Post-Program Placement
4S1
Non-traditional Program
Concentration
Numerator: The number of students who were CTE concentrators and exited
secondary education during the preceding reporting year, who, in the second quarter
after exiting from secondary education, were enrolled in postsecondary education,
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.), or were volunteers as described in section 5(a) of Peace Corps Act (22
U.S.C. 2504(a)), or were employed.
Denominator: The number of CTE concentrators who exited secondary education
in the preceding reporting year.
The percentage of CTE concentrators in career and technical education programs
and programs of study that lead to non-traditional fields*
Numerator: The 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.
Denominator: The number of CTE concentrators in secondary CTE programs and
programs of study that lead to non-traditional fields.
* This means that a student gets counted under this indicator if individuals from their
gender comprise less than 25 percent of the individuals employed in the related
occupation or field of work.
34
Indicator Descriptions
Indicator Codes
Indicator Names
Secondary Level (con’t)
The eligible agency must include at least one program quality indicator—5S1, 5S2, or 5S3—and may include any other quality measure that is
statewide, valid, reliable, and comparable across the State, 5S4.
The percentage of CTE concentrators graduating from high school having
attained a recognized postsecondary credential.
5S1
Program Quality – Attained
Recognized Postsecondary Credential
5S2
Program Quality – Attained
Postsecondary Credits
5S3
Program Quality – Participated in
Work-Based Learning
Numerator: The number of CTE concentrators who graduated from high
school in the reporting year who have attained a recognized postsecondary
credential.
Denominator: The number of CTE concentrators who graduated from high
school in the reporting year.
The percentage of CTE concentrators graduating from high school having
attained postsecondary credits in the relevant career and technical education
program or program of study earned through a dual or concurrent enrollment or
another credit transfer agreement.
Numerator: The number of CTE concentrators who graduated from high school
in the reporting year having attained through dual or concurrent enrollment or
another credit transfer agreement postsecondary credits in the relevant career and
technical education program or program of study in which each student
concentrated their studies.
Denominator: The number of CTE concentrators who graduated from high school
in the reporting year.
The percentage of CTE concentrators graduating from high school having
participated in work-based learning.
Numerator: The number of CTE concentrators graduating from high school in the
reporting year having participated in work-based learning.
Denominator: The number of CTE concentrators who graduated from high
35
school in the reporting year.
Other(s) (optional): The percentage of CTE concentrators achieving on any
other measure of student success in career and technical education that is
statewide, valid, and reliable, and comparable across the State. Please identify.
5S4, 5S5, 5S6, …
Program Quality – Other
1P1
Postsecondary Placement
2P1
Earned Recognized Postsecondary
Credential
Numerator: Specified by the eligible agency.
Denominator: Specified by the eligible agency.
Postsecondary Level
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: The number of students who were CTE concentrators at the
postsecondary level who completed a CTE program or program of study during
the preceding reporting year and who, during the second quarter after program
completion, remained enrolled in postsecondary education, were 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.),
were volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C.
2504(a)), or were placed or retained in employment.
Denominator: The number of students who were CTE concentrators at the
postsecondary level who completed a CTE program or program of study during
the preceding reporting year.
The percentage of CTE concentrators who receive a recognized postsecondary
credential during participation in or within 1 year of program completion±
Numerator: The number of students who were CTE concentrators at the
postsecondary level who received a recognized postsecondary credential in the
preceding reporting year or those who completed their program in the preceding
36
reporting year and earned their credential in the reporting year.
Denominator: The number of students who were CTE concentrators at the
postsecondary level who completed a CTE program or program of study during
the preceding reporting year.
± This means that a student gets counted under this indicator whether the student obtains
the credential during participation or within 1 year of completion. The Department
interprets “within 1 year of completion” to have the plain meaning of those words: “that
the student would be counted if the student obtains the credential in the 1 year following
that student’s completion of the program.”
The percentage of CTE concentrators in career and technical education programs
and programs of study that lead to non-traditional fields.*
Numerator: The number of CTE concentrators in postsecondary 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.
Denominator: The number of CTE concentrators in postsecondary CTE programs
and programs of study that lead to non-traditional fields.
* This means that a student gets counted under this indicator if individuals from their
gender comprise less than 25 percent of the individuals employed in the related occupation
or field of work.
37
3P1
Non-traditional Program
Concentration
Table 3: Student Categories for Reporting Disaggregated Data
on the Section 113(b)(2) Core Indicators
Note: Where the definitions for a special population category under Perkins V and a comparable subgroup under the Elementary and Secondary
Education Act (ESEA) are different, the eligible agency will report enrollment and performance data for those students together in the single
corresponding reporting category. For example, the eligible agency would report data for individuals with disabilities under the Americans with
Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) in the “Individuals with Disabilities (Secondary only) Category” on
the CAR Data Forms.
Reporting
Category on
CAR Data
Forms
Individuals with
Disabilities
(Secondary only)
Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended
Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(28) Perkins V defines the term ‘‘individual with a
disability’’ to mean an individual with any disability (as defined in
section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C.
12102)).
**Section 3 of the Americans with Disabilities Act of 1990 defines
the term “disability” to mean, with respect to an individual—(A) a
physical or mental impairment that substantially limits one or more
of the major life activities of such individual; (B) a record of such an
impairment; or (C) being regarded as having such an impairment.
For purposes of paragraph (1)(C):
(A) An individual meets the requirement of “being regarded as
having such an impairment” if the individual establishes that he or
she has been subjected to an action prohibited under this chapter
because of an actual or perceived physical or mental impairment
whether or not the impairment limits or is perceived to limit a major
life activity.
(B) Paragraph (1)(C) shall not apply to impairments that are
transitory and minor. A transitory impairment is an impairment with
an actual or expected duration of 6 months or less.
This section 3 definition also covers individuals with disabilities
under Section 504 of the Rehabilitation Act of 1973 (Section 504),
29 U.S.C. 794; See 29 U.S.C. 705(9)(b) and 705(20)(b).
38
The ESEA provides that a “child with a disability” is defined in
section 602 of the Individuals with Disabilities Education Act (20
U.S.C. §1401(3)):*
*Section 602 of the Individuals with Disabilities Education Act
defines the term “child with a disability” to mean a child “(i) with
intellectual disabilities, hearing impairments (including deafness),
speech or language impairments, visual impairments (including
blindness), serious emotional disturbance (referred to in this title as
`emotional disturbance'), orthopedic impairments, autism, traumatic
brain injury, other health impairments, or specific learning
disabilities; and (ii) who, by reason thereof, needs special education
and related services.
Individuals with
Disabilities
(Postsecondary
only)
Section 3(28) Perkins V defines the term ‘‘individual with a
disability’’ to mean an individual with any disability (as defined in
section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C.
12102)).
**Section 3 of the Americans with Disabilities Act of 1990 defines
the term “disability” to mean, with respect to an individual—(A) a
physical or mental impairment that substantially limits one or more
of the major life activities of such individual; (B) a record of such an
impairment; or (C) being regarded as having such an impairment.
For purposes of paragraph (1)(C):
(A) An individual meets the requirement of “being regarded as
having such an impairment” if the individual establishes that he or
she has been subjected to an action prohibited under this chapter
because of an actual or perceived physical or mental impairment
whether or not the impairment limits or is perceived to limit a major
life activity.
(B) Paragraph (1)(C) shall not apply to impairments that are
transitory and minor. A transitory impairment is an impairment with
an actual or expected duration of 6 months or less.
This section 3 definition also covers individuals with disabilities
under Section 504 of the Rehabilitation Act of 1973 (Section 504),
29 U.S.C. 794; See 29 U.S.C. 705(9)(b) and 705(20)(b).
39
The ESEA is not applicable to individuals with disabilities at the
postsecondary level.
Reporting
Category on
CAR Data
Forms
Individuals from
Economically
Disadvantaged
Families
Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended
Definitions for Special Populations in
Section 3(48) of Perkins V
Perkins 3(48)(B) of Perkins V includes low-income youth and adults
in the definition of “individuals from economically disadvantaged
families.”
Under the ESEA, States have the discretion to define this term.
Under Perkins V, States have the discretion to decide how to define
this term. At the secondary level, the Department recommends that a
State consider using the same definition of economically
disadvantaged that the State uses in the accountability system under
ESEA Title I, Part A .
Individuals
Preparing for
Non-traditional
Fields
Single Parents
Section 3(33) of Perkins V defines the term “non-traditional fields”
to mean occupations or fields of work, such as careers in computer
science, technology, or other current and emerging high skill
occupations, for which individuals from one gender comprise less
than 25 percent of the individuals employed in such occupation or
field of work.
Section 3(48)(D) of Perkins includes single pregnant women in the
definition of “single parent.”
40
There is no comparable category in the ESEA.
There is no comparable category in the ESEA.
Reporting
Category on
CAR Data
Forms
Out of
Workforce
Individuals
Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended
Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(36) of Perkins V defines the term “out-of-workforce
individual” to mean—(A) an individual who is a displaced
homemaker, as defined in section 3 of the Workforce Innovation
and Opportunity Act (WIOA) (29 U.S.C.3102)*; or (B) an
individual who—(i)(1) has worked primarily without remuneration
to care for a home and family, and for that reason has diminished
marketable skills; or (II) is a parent whose youngest dependent
child will become ineligible to receive assistance under part A of
title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later
than 2 years after the date on which the parent applies for
assistance under such title; and (ii) is unemployed or
underemployed and is experiencing difficulty in obtaining or
upgrading employment.
*Section 3(16) of WIOA defines the term “displaced homemaker”
as an individual who has been providing unpaid services to family
members in the home and who—(A)(i) has been dependent on the
income of another family member but is no longer supported by
that income; or (ii) is the dependent spouse of a member of the
Armed Forces on active duty (as defined in section 101(d)(1) of
title 10, U.S.C.) and whose family income is significantly reduced
because of a deployment (as defined in section 991(b) of title 10,
U.S.C, or pursuant to paragraph (4) of such section), a call or order
to active duty pursuant to a provision of law referred to in section
101(a)(13)(B) of title 10, U.S.C., a permanent change of station, or
the service-connected (as defined in section 101(16) of title 38,
U.S.C.) death or disability of the member; and (B) is unemployed
or underemployed and is experiencing difficulty in obtaining or
upgrading employment.
41
There is no comparable category in the ESEA.
Reporting
Category on
CAR Data
Forms
English Learners
Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended
Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(22) of Perkins V defines the term “English Learner” to
mean—(A) a secondary school student who is an English learner,
as defined in section 8101 of the Elementary and Secondary
Education Act of 1965; or (B) an adult or an out-of-school youth
who has limited ability in speaking, reading, writing, or
understanding the English language and—(i) whose native
language is a language other than English; or (ii) who lives in a
family environment in which a language other than English is the
dominant language.
42
ESEA section 8101(20) defines the term “English learner,” when used
with respect to an individual, to mean an individual—
(A) who is aged 3 through 21; (B) who is enrolled or preparing to
enroll in an elementary or secondary school; (C)(i) who was not
born in the United States or whose native language is a language
other than English; (ii)(I) who is a Native American or Alaska
Native, or a native resident of the outlying areas; and (II) who
comes from an environment where a language other than English
has had a significant impact on the individual’s level of English
language proficiency; or (iii) who is migratory, whose native
language is a language other than English, and who comes from an
environment where a language other than English is dominant; and
(D) whose difficulties in speaking, reading, writing, or
understanding the English language may be sufficient to deny the
individual—(i) the ability to meet challenging State academic
standards; (ii) the ability to successfully achieve in classrooms
where the language of instruction is English; or (iii) the opportunity
to participate fully in society.
Reporting
Category on
CAR Data
Forms
Homeless
Individuals
Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended
Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(48)(G) of Perkins V provides that “homeless individuals”
are defined in section 725 of the McKinney-Vento Homeless
Assistance Act (42 U.S.C. 11434a)*.
*Section 725 of the McKinney-Vento Homeless Assistance Act
defines the term ‘homeless children and youths’ to—(A) mean
individuals who lack a fixed, regular, and adequate nighttime
residence (within the meaning of section 103(a)(1)); and (B)
include—(i) children and youths who are sharing the housing of
other persons due to loss of housing, economic hardship, or a
similar reason; are living in motels, hotels, trailer parks, or camping
grounds due to the lack of alternative adequate accommodations;
are living in emergency or transitional shelters; or are abandoned in
hospitals; (ii) children and youths who have a primary nighttime
residence that is a public or private place not designed for or
ordinarily used as a regular sleeping accommodation for human
beings (within the meaning of section 103(a)(2)(C)); (iii) children
and youths who are living in cars, parks, public spaces, abandoned
buildings, substandard housing, bus or train stations, or similar
settings; and (iv) migratory children (as such term is defined in
section 1309 of the Elementary and Secondary Education Act of
1965) who qualify as homeless for the purposes of this subtitle
because the children are living in circumstances described in
clauses (i) through (iii).
43
ESEA regulations at 34 C.F.R. § 200.2(b)(11)(i)(G) provide that the
status as a “homeless child or youth” means the same as defined in
section 725(2) of title VII, subtitle B of the McKinney-Vento
Homeless Assistance Act, as amended.
Reporting
Category on
CAR Data
Forms
Youth in Foster
Care
Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended
Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(48)(H) of Perkins V includes youth who are in, or have
aged out of, the foster care system.
44
ESEA regulations at 34 C.F.R. § 200.2(b)(11)(i)(H) provide that
“foster care” means 24-hour substitute care for children placed away
from their parents and for whom the agency under title IV-E of the
Social Security Act has placement and care responsibility. This
includes, but is not limited to, placements in foster family homes,
foster homes of relatives, group homes, emergency shelters,
residential facilities, child care institutions, and preadoptive homes.
A child is in foster care in accordance with this definition regardless
of whether the foster care facility is licensed and payments are made
by the State, tribal, or local agency for the care of the child, whether
adoption subsidy payments are being made prior to the finalization
of an adoption, or whether there is Federal matching of any
payments that are made.
Reporting
Category on
CAR Data
Forms
Youth with a
Parent in Active
Military
Youth with a
Parent in the
Armed Forces
Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended
Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(48)(I) of Perkins V includes youth with a parent who—
(i) is a member of the Armed Forces (as defined in section
101(a)(4) of title 10, United States Code); and (2) is on active duty
(as defined in section 101(d)(1) of such title.
n/a (See separate “youth with a parent in the Armed Forces” group
identified below, which, as defined in the ESEA, is broader.)
n/a (See above regarding the group “youth with a parent in active
military”)
ESEA section 1111(h)(1)(C)(ii) provides certain data must be
disaggregated by “status as a student with a parent who is a member
of the Armed Forces (as defined in section 101(a)(4) of title 10,
United States Code)”
Under 10 U.S.C. 101(a)(4), “Armed Forces” is defined to include the
Army, Navy, Air Force, Marine Corps, Space Force, and Coast
Guard, which would also incorporate their reserve components (i.e.,
Army National Guard and Air National Guard, and Army, Navy, Air
Force, Marine Corps, and Coast Guard Reserves).
At a minimum, this student group must include students with parents
on “active service.” Under 10 U.S.C. 101(d)(3), this would include
individuals on active duty, full-time or part-time National Guard
duty, and full-time or part-time Reserve status. It would not include
students with a parent who is a retiree, a veteran, or in the Retired
Reserves or students with a family member (e.g., sibling or
grandparent) other than a parent or guardian who meets the definition
of being a member of the Armed Forces.
[Note: The National Defense Authorization Act of 2020 amended
section 1111(h)(1)(C)(ii) of the ESEA to modify the definition of
“military connected” by removing the term “active duty.” There was
no similar change to Perkins V.]
45
Migrant Students
(Secondary only)
ESEA section 1309(3)defines the term ‘migratory child' to mean a
child who is, or whose parent or spouse is, a migratory agricultural
worker, including a migratory dairy worker, or a migratory fisher,
and who, in the preceding 36 months, in order to obtain, or
accompany such parent or spouse, in order to obtain, temporary or
seasonal employment in agricultural or fishing work —
(A) has moved from one school district to another; (B) in a State that
is comprised of a single school district, has moved from one
administrative area to another within such district; or (C) resides in a
school district of more than 15,000 square miles, and migrates a
distance of 20 miles or more to a temporary residence to engage in a
fishing activity.
There is no definition in Perkins V.
46
II.C: STATE ALLOCATION SUBAWARD FORMS
II.C.1: Secondary Subawards (Section 131) Form
A
Recipient or Entity
Eligible for a Section 131
Subaward
B
Eligible Recipient’s or Entity's NCES District
Identification Number
(https://nces.ed.gov/ccd/districtsearch/)
C
Formula
Allocation
Amount
47
D
E
F
G
Final
Subgrant
Award
Amount
Is this
recipient or
entity a
member of a
consortium?
(0, 1 ,2, 3)
StateAssigned
Consortium
Member ID
Number (if
applicable)
Is this
consortium
member the
fiscal agent?
(Yes/No/Not
Applicable)
II.C.2: Postsecondary Subawards (Section 132) Form
A
Institution or Entity
Eligible for a Section
132 Subaward
B
Eligible Institution’s or Entity's IPEDS
Identification Number
(https://nces.ed.gov/globallocator/)
C
Formula
Allocation
Amount
48
D
Final
Subgrant
Award
Amount
E
Is this
institution
or entity a
member of
a
consortium?
(0, 1, 2)
F
G
Consortium
Member ID
Number (if
applicable)
Is this
consortium
member the
fiscal agent?
(Yes/No/Not
applicable)
III.B: FSR FORMS
III.B.1: Interim Financial Status Report (FSR) Form
BLOCKS
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
INFORMATION
State Name:
Federal Funding Period:
FSR Report Period:
Accounting Basis
Grant Award Number:
Perkins Allocation Amount:
Amended FSR - Check One:
Date of Amended FSR:
Amended Interim Report
Amended Final Report
COLUMNS
1
ROWS
A
B
C
ITEMS OF EXPENDITURE
Net Outlays Previously
Reported
2
Total Outlays This
Report Period
3
Program Income
Credits
4
5
Net Outlays
This Report Period
7
Total Federal Share of
Outlays
FUNDS FOR LOCAL DISTRIBUTION
Header Row - No Information Entered Here
Header Row - No Information Entered Here
8
9
10
11
Federal Share of
Unliquidated
Obligations
Federal Share of
Ouylays &
Unliquidated
Obligations
Federal Funds
Authorized
Balance of
Unobligated Federl
Funds
Funds for Secondary Recipients
Funds for Postsecondary Recipients
Subtotal - Reserve Funds
Header Row - No Information Entered Here
Funds for Secondary Recipients
Funds for Postsecondary Recipients
Subtotal - Local Formula Funds
Subtotal - Funds for Local Distribution
FUNDS FOR STATE LEADERSHIP
H
I
J
K
L
6
Non-Federal Share
of Outlays
Reserve Funds
Local Formula Funds
D
E
F
G
Net Outlays
To Date
Header Row - No Information Entered Here
Funds for State Institutions
Funds for Nontraditional Preparation
Funds for Special Population Recruitment
Funds for Other Leadership Activities
Subtotal - Funds for State Leadership
STATE ADMINISTRATION
Header Row - No Information Entered Here
Subtotal - Funds for State Administration
M
N
TOTAL FUNDS
ADDITIONAL INFORMATION:
Totals in Colums Are System Generated - No Information Entered Here
49
III.B: FSR FORMS
III.B.2: Final Financial Status Report (FSR) Form
BLOCKS
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
INFORMATION
State Name:
Federal Funding Period:
FSR Report Period:
Accounting Basis
Grant Award Number:
Perkins Allocation Amount:
Amended FSR - Check One:
Date of Amended FSR:
Amended Interim Report
Amended Final Report
COLUMNS
1
ROWS
A
B
C
ITEMS OF EXPENDITURE
5
Net Outlays
This Report Period
Net Outlays
To Date
6
Non-Federal Share
of Outlays
7
Total Federal Share of
Outlays
Header Row - No Information Entered Here
Header Row - No Information Entered Here
8
9
10
11
Federal Share of
Unliquidated
Obligations
Federal Share of
Ouylays &
Unliquidated
Obligations
Federal Funds
Authorized
Balance of
Unobligated Federl
Funds
Funds for Secondary Recipients
Funds for Postsecondary Recipients
Subtotal - Reserve Funds
Header Row - No Information Entered Here
Funds for Secondary Recipients
Funds for Postsecondary Recipients
Subtotal - Local Formula Funds
Subtotal - Funds for Local Distribution
Header Row - No Information Entered Here
Funds for State Institutions
Funds for Nontraditional Preparation
Funds for Special Population Recruitment
Funds for Other Leadership Activities
Subtotal - Funds for State Leadership
STATE ADMINISTRATION
M
N
Program Income
Credits
4
FUNDS FOR LOCAL DISTRIBUTION
FUNDS FOR STATE LEADERSHIP
H
I
J
K
L
Total Outlays This
Report Period
3
Reserve Funds
Local Formula Funds
D
E
F
G
Net Outlays Previously
Reported
2
Header Row - No Information Entered Here
Subtotal - Funds for State Administration
TOTAL FUNDS
ADDITIONAL INFORMATION:
Totals in Colums Are System Generated - No Information Entered Here
IV.B: PERFORMANCE DATA FORMS
1a: Middle Grade CTE Participant Data
Enrollment Form
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
16
17
18
19
20
20
Population
Number of Middle School Participants
GRAND TOTAL
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
* State enters unduplicated count of middle grades participants.
51
*
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
IV.B: PERFORMANCE DATA FORMS
1b: Secondary CTE Participant Enrollment Form
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
GRAND TOTAL
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
*
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
* State enters unduplicated count of secondary participants.
52
Other (specify)
Transp. Distr. & Logis.
STEM
Marketing
Manufacturing
Law, Public Safety, Cor. & Sec.
Information Technology
Human Services
Hospitality & Tourism
Health Science
Govt. & Public Admin.
Finance
Education & Training
Business Mgnt. & Admin.
Number of
Secondary
Participants
Arts, AV, Tech & Comm.
Population
Arch. & Const.
Line
Agr. Food & Nat. Res.
CAREER CLUSTERS
IV.B: PERFORMANCE DATA FORMS
1c: Postsecondary CTE Participant Enrollment Form
GRAND TOTAL
GENDER
2
Male
3
Female
RACE/ETHNICITY (1997 Revised Standards)
American Indian or Alaskan Native
4
Asian
5
Black or African American
6
Hispanic or Latino
7
Native Hawaiian or Pacific Islander
8
White
9
Two or More Races
10
Unknown
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
11
Individuals with Disabilities
12
Individuals from Economically Disadvantaged Families
13
Individuals Preparing for Non-traditional Fields
14
Single Parents
15
Out of Workforce Individuals
16
English Learners
17
Homeless Individuals
18
Youth In Foster Care
19
Youth with Parent in Active Military (Perkins V)
20
Youth with Parent in the Armed Forces (ESEA)
1
*
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
* State enters unduplicated count of postsecondary participants.
53
Other (specify)
Transp. Distr. & Logis.
STEM
Marketing
Manufacturing
Law, Public Safety, Cor. & Sec.
Information Technology
Human Services
Hospitality & Tourism
Health Science
Govt. & Public Admin.
Finance
Education & Training
Business Mgnt. & Admin.
Number of
Postsecondary
Participants
Arts, AV, Tech & Comm.
Population
Arch. & Const.
Line
Agr. Food & Nat. Res.
CAREER CLUSTERS
IV.B: PERFORMANCE DATA FORMS
2a: Secondary CTE Concentrator Enrollment Form
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
GRAND TOTAL
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
*
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
54
Other (specify)
Transp. Distr. & Logis.
STEM
Marketing
Manufacturing
Law, Public Safety, Cor. & Sec.
Information Technology
Human Services
Hospitality & Tourism
Health Science
Govt. & Public Admin.
Finance
Education & Training
Business Mgnt. & Admin.
Number of
Secondary
Concentrators
Arts, AV, Tech & Comm.
Population
Arch. & Const.
Line
Agr. Food & Nat. Res.
CAREER CLUSTERS
IV.B: PERFORMANCE DATA FORMS
2b: Postsecondary CTE Concentrator Enrollment Form
GRAND TOTAL
GENDER
Male
2
3
Female
RACE/ETHNICITY (1997 Revised Standards)
American Indian or Alaskan Native
4
Asian
5
Black or African American
6
Hispanic or Latino
7
Native Hawaiian or Pacific Islander
8
White
9
Two or More Races
10
Unknown
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
11
Individuals with Disabilities
12
Individuals from Economically Disadvantaged Families
13
Individuals Preparing for Non-traditional Fields
14
Single Parents
15
Out of Workforce Individuals
16
English Learners
17
Homeless Individuals
18
Youth In Foster Care
19
Youth with Parent in Active Military (Perkins V)
20
Youth with Parent in the Armed Forces (ESEA)
1
* State enters unduplicated count of postsecondary concentrators.
*
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Other (specify)
Transp. Distr. & Logis.
STEM
Marketing
Manufacturing
Law, Public Safety, Cor. & Sec.
Information Technology
Human Services
Hospitality & Tourism
Health Science
Govt. & Public Admin.
Finance
Education & Training
Business Mgnt. & Admin.
Number of
Postsecondary
Concentrators
Arts, AV, Tech & Comm.
Population
Arch. & Const.
Line
Agr. Food & Nat. Res.
CAREER CLUSTERS
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 1S1: Four-Year Graduation Rate
Numerator: The number of CTE concentrators at the secondary level who, in the reporting year, are included in the numerator for the four-year adjusted cohort graduation rate under ESEA section
8101(25)(A)(ii) (i.e., the number of CTE concentrators at the secondary level who graduated from high school with a regular high school diploma as defined in ESEA section 8101(43)* before, during, or at the
conclusion of the fourth year of high school or the summer session immediately following the fourth year of high school; plus, if the State has adopted an alternate diploma, all CTE concentrators with the
most significant cognitive disabilities who were assessed using an alternate assessment aligned with alternate academic achievement standards under ESEA section 1111(b)(2)(D) of and who graduated with a
State-defined alternate diploma that is standards-based, aligned with the State requirements for the regular high school diploma, and obtained within the time period for which the State ensures the
availability of a free appropriate public education under section 612(a)(1) of the Individuals with Disabilities Education Act, in the reporting year).
Denominator: The number of CTE concentrators at the secondary level who, in the reporting year, were included in the four-year adjusted cohort (i.e., denominator) used to calculate the four-year adjusted
cohort graduation rate (as defined in ESEA section 8101(25)).
* Consistent with sections 8101(25)(A)(ii)(II) and 8101(43)(B) of the ESEA, this shall not include any student awarded a recognized equivalent of a diploma, such as a general equivalency diploma, certificate of
completion, certificate of attendance, or similar lesser credential.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Population
Number of Students Number of Students
in the Numerator in the Denominator
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
56
25
Business Management & Administration
26
Education & Training
27
Finance
28
Government & Public Administration
29
Health Science
30
Hospitality & Tourism
31
Human Services
32
Information Technology
33
Law, Public Safety, Corrections & Security
34
Manufacturing
35
Marketing
36
Science, Technology, Engineering & Mathematics
37
Transportation, Distribution & Logistics
38
Other: Please identify:
Additional Information:
57
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 1S2: Extended-Year Graduation Rate
Numerator: The number of CTE concentrators at the secondary level who, in the reporting year, are included in the numerator for the extended-year adjusted cohort graduation rate under ESEA section
8101(23)(A)(ii) (i.e., the number of CTE concentrators at the secondary level who earned a regular high school diploma as defined in ESEA section 8101(43)* before, during, or at the conclusion of one or more
additional years beyond the fourth year of high school, or a summer session immediately following the additional year of high school; and all students with the most significant cognitive disabilities in the
cohort assessed using the alternate assessment aligned to alternate academic achievement standards under ESEA section 1111(b)(2)(D) and awarded a State-defined alternate diploma that is standards-based;
aligned with the State requirements for the regular high school diploma; and obtained within the time period for which the State ensures the availability of a free appropriate public education under section
612(a)(1) of the Individuals with Disabilities Education Act (20 U.S.C. 1412(a)(1) in the reporting year).
Denominator: The number of CTE concentrators at the secondary level who, in the reporting year, were included in the adjusted cohort (i.e., denominator) used to calculate the extended-year adjusted
cohort graduation rate (as defined in ESEA section 8101(23)).
* Consistent with sections 8101(23)(A)(ii)(II) and 8101(43)(B) of the ESEA, this shall not include any student awarded a recognized equivalent of a diploma, such as a general equivalency diploma, certificate of
completion, certificate of attendance, or similar lesser credential.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Population
Number of Students Number of Students
in the Numerator in the Denominator
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
58
24
Arts, A/V Technology & Communications
25
Business Management & Administration
26
Education & Training
27
Finance
28
Government & Public Administration
29
Health Science
30
Hospitality & Tourism
31
Human Services
32
Information Technology
33
Law, Public Safety, Corrections & Security
34
Manufacturing
35
Marketing
36
Science, Technology, Engineering & Mathematics
37
Transportation, Distribution & Logistics
38
Other: Please identify:
Additional Information:
59
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 2S1: Academic Proficiency in Reading/Language Arts
Numerator : The number of CTE concentrators who achieved proficiency or higher in reading/language arts in the challenging State academic standards adopted by the State under ESEA section 1111(b)(1), as
measured by the academic assessments described in ESEA section 1111(b)(2), whose scores were reported by the State in accordance with ESEA section 1111(h)(1)(C)(ii) for any year in which the student was enrolled in
the school, and who, in the reporting year, exited secondary education.
Denominator: The number of CTE concentrators who took the ESEA assessment in reading/language arts whose scores were reported by the State in accordance with ESEA section 1111(h)(1)(C)(ii) of ESEA for any year in
which the student was enrolled in school, and who, in the reporting year, exited secondary education.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
Population
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Number of Students Number of Students
in the Numerator in the Denominator
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
34
Manufacturing
35
Marketing
36
Science, Technology, Engineering & Mathematics
37
Transportation, Distribution & Logistics
38
Other: Please identify:
Additional Information:
61
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 2S2: Academic Proficiency in Mathematics
Numerator: The number of CTE concentrators who achieved proficiency or higher in mathematics in the challenging State academic standards adopted by the State under ESEA section
1111(b)(1), as measured by the academic assessments described in ESEA section 1111(b)(2) , whose scores were reported by the State in accordance with ESEA section 1111(h)(1)(C)(ii) for any
year in which the student was enrolled in the school, and who, in the reporting year, exited secondary education.
Denominator: The number of CTE concentrators who took the ESEA assessment in mathematics whose scores were reported by the State in accordance with ESEA section 1111(h)(1)(C)(ii) for
any year in which the student was enrolled in school, and who, in the reporting year, exited secondary education.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Population
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Number of Students Number of Students
in the Numerator in the Denominator
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
36
Science, Technology, Engineering & Mathematics
37
Transportation, Distribution & Logistics
38
Other: Please identify:
Additional Information:
63
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 2S3: Academic Proficiency in Science
Numerator : The number of CTE concentrators who achieved proficiency or higher in science in the challenging State academic standards adopted by the State under ESEA section 1111(b)(1), as measured by the
academic assessments described in ESEA section 1111(b)(2), whose scores were reported by the State in accordance with ESEA section 1111(h)(1)(C)(ii) for any year in which the student was enrolled in the school, and
who, in the reporting year, exited secondary education.
Denominator : The number of CTE concentrators who took the ESEA assessment in science whose scores were reported by the State in accordance with ESEA section 1111(h)(1)(C)(ii) for any year in which the student was
enrolled in school, and who, in the reporting year, exited secondary education.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
Population
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Number of Students Number of Students
in the Numerator in the Denominator
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
34
Manufacturing
35
Marketing
36
Science, Technology, Engineering & Mathematics
37
Transportation, Distribution & Logistics
38
Other: Please identify:
Additional Information:
65
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 3S1: Post-Program Placement
Numerator : The number of students who were CTE concentrators and exited secondary education during the preceding reporting year, who, in the second quarter after exiting from secondary
education, were enrolled in postsecondary education, 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.), or were volunteers as described in section 5(a) of Peace Corps Act (22 U.S.C. 2504(a)), or were employed.
Denominator: The number of CTE concentrators who exited secondary education in the preceding reporting year.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
38
39
40
41
42
43
44
45
Population
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Defined in Section 3(48) and ESSA
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics
Other: Please identify:
PLACEMENT
Advanced Training
Military Service
National or Community Service, or Peace Corps
Employment
Postsecondary Education
Certificate
Associate Degree
Baccalaureate Degree
Number of
Students in the
Numerator
Number of
Students in the
Denominator
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Additional Information:
67
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 4S1: Non-Traditional Program Concentration
Numerator : The 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.
Denominator: The number of CTE concentrators in secondary CTE programs and programs of study that lead to non-traditional fields.
* * This means that a student gets counted under this indicator if individuals from their gender comprise less than 25 percent of the individuals employed in the related occupation or field of work.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Population
Number of
Students in the
Numerator
Number of
Students in the
Denominator
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
68
38
Other: Please identify:
Additional Information:
69
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 5S1: Program Quality - Attained Recognized Postsecondary Credential
Numerator: The number of CTE concentrators who graduated from high school in the reporting year who have attained a recognized postsecondary credential.
Denominator : The number of CTE concentrators who graduated from high school in the reporting year.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Population
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics
Other: Please identify:
Number of Students Number of Students
in the Numerator in the Denominator
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Additional Information:
71
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 5S2: Program Quality - Attained Postsecondary Credits
Numerator: The number of CTE concentrators who graduated from high school in the reporting year having attained through dual or concurrent enrollment or another credit transfer agreement postsecondary credits in
the relevant career and technical education program or program of study in which each student concentrated their studies.
Denominator: The number of CTE concentrators who graduated from high school in the reporting year.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Population
Number of Students Number of Students
in the Numerator in the Denominator
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
72
35
Marketing
36
Science, Technology, Engineering & Mathematics
37
Transportation, Distribution & Logistics
38
Other: Please identify:
Additional Information:
73
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 5S3: Program Quality - Participated in Work-Based Learning
Numerator: The number of CTE concentrators graduating from high school in the reporting year having participated in work-based learning.
Denominator: The number of CTE concentrators who graduated from high school in the reporting year.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Population
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics
Number of Students Number of Students
in the Numerator in the Denominator
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
38
Other: Please identify:
Additional Information:
75
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 5S4: Program Quality - Other (Optional; as approved in Perkins V State Plan)
Numerator definition:
Denominator definition:
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Population
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
Migrant Students
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics
Other: Please identify:
Number of Students Number of Students
in the Numerator in the Denominator
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Additional Information:
77
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 1P1: Postsecondary Placement
Numerator: The number of students who were CTE concentrators at the postsecondary level who completed a CTE program or program of study during the preceding reporting
year and who, during the second quarter after program completion, remained enrolled in postsecondary education, were 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.), were volunteers as described in section 5(a) of the Peace Corps Act
(22 U.S.C. 2504(a)), or were placed or retained in employment.
Denominator: The number of students who were CTE concentrators at the postsecondary level who completed a CTE program or program of study during the preceding reporting
year.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
21
22
23
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
Population
Number of
Students in the
Numerator
Number of
Students in the
Denominator
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
RACE/ETHNICITY (1997 Revised Standards)
American Indian or Alaskan Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Unknown
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics
Other: Please identify:
PLACEMENT
Advanced Training
Registered Apprenticeship Programs
Pre-Apprenticeship Programs
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
78
Certification or Licensure Programs Offered at an Adult
Technical Center
41
Other Advanced Training
40
Military Service
41
National or Community Service, or Peace Corps
42
Employment
43
High-skill industry sectors and occupations
44
High-wage industry sectors and occupations
45
Postsecondary Education
46
Certificate
47
Associate Degree
48
Baccalaureate Degree
Additional Information:
40
79
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 2P1: Earned Recognized Postsecondary Credential
Numerator: The number of students who were CTE concentrators at the postsecondary level who received a recognized postsecondary credential in the preceding reporting year or those who completed their
program in the preceding reporting year and earned their credential in the reporting year.
Denominator: The number of students who were CTE concentrators at the postsecondary level who completed a CTE program or program of study during the preceding reporting year.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Population
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
RACE/ETHNICITY (1997 Revised Standards)
American Indian or Alaskan Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Unknown
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Number of Students Number of Students
in the Numerator in the Denominator
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
35
Science, Technology, Engineering & Mathematics
36
Transportation, Distribution & Logistics
37
Other: Please identify:
Additional Information:
81
IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 3P1: Nontraditional Program Concentration
Numerator: The number of CTE concentrators in postsecondary 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.
Denominator : The number of CTE concentrators in postsecondary CTE programs and programs of study that lead to non-traditional fields.
Line
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Population
GRAND TOTAL - UNDUPLICATED
GENDER
Male
Female
RACE/ETHNICITY (1997 Revised Standards)
American Indian or Alaskan Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Unknown
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military (Perkins V)
Youth with Parent in the Armed Forces (ESEA)
CAREER CLUSTERS
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Number of Students Number of Students
in the Numerator in the Denominator
State Determined
Level of
Performance
Actual Level of
Performance
State Determined
vs. Actual Level of
Performance
Met 90% of
Adjusted Level of
Performance (Y,N)
System Generated
System Generated
System Generated
System Generated
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
Header Row - No Information Entered Here
35
Science, Technology, Engineering & Mathematics
36
Transportation, Distribution & Logistics
37
Other: Please identify:
Additional Information:
83
| File Type | application/pdf |
| File Modified | 2025-01-13 |
| File Created | 2025-01-13 |