As terms such as “data-driven” dominate discussions of student educational outcomes, a new report shines a light on the challenges of data collection within the Career Technical Education (CTE) system.
Data collection is a key mandate of the Carl D. Perkins Career and Technical Education Act of 2006 as a means to hold state and local grantees accountable for achieving positive student outcomes, but grantees often face difficulty meeting these requirements due to a variety of external factors.
The report, titled, “Assessing the Education and Employment Outcomes of Career and Technical Education Students,” argues that additional guidance from the U.S. Department of Education and future legislation from Congress can help grantees generate valid, reliable and comparable state data. NASDCTEc’s Executive Director Kimberly Green authored the paper with Steve Klein, director of the Center for Career & Adult Education and Workforce Development at RTI International, and consultant Jay Pfeiffer.
The authors offer five recommendations for improving outcomes reporting:
- Integrate CTE into state longitudinal data systems;
- Promote state use of national data repositories;
- Identify indicators of transition that promote federal policies;
- Establish regulations governing placement; and
- Provide states with reporting alternatives.
To learn more about data collection options, the challenges CTE grantees face in obtaining reliable data and more, be sure to check out the full report.
Andrea Zimmermann, State Policy Associate