Measuring Secondary CTE Program Quality

This series draws on data from a 2018 national survey of State Career Technical Education (CTE) Directors to help states adopt robust methods for measuring secondary CTE program quality, as required by the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The series explores the pros and cons of each of the three options and examines different ways states are measuring and validating them. 

The three measures of secondary CTE program quality covered in this series are: 

  1. The percentage of CTE concentrators graduating from high school having attained a recognized postsecondary credential;
  2. The percentage of CTE concentrators graduating from high school having attained postsecondary credits in the relevant CTE program or program of study earned through a dual or concurrent enrollment program or another credit transfer agreement; and
  3. The percentage of CTE concentrators graduating from high school having participated in work-based learning.
July 2019

This brief draws on data from a 2018 national survey of State CTE Directors to help states select and adopt robust methods for measuring secondary Career Technical Education program quality, as required by the Strengthening Career and Technical Education for the 21st Century Act. 

July 2019

This brief is part of a series on measuring secondary Career Technical Education program quality, as required by the Strengthening Career and Technical Education for the 21st Century Act. This brief focuses on measuring recognized postsecondary credential attainment. 

July 2019

This brief is part of a series on measuring secondary Career Technical Education program quality, as required by the Strengthening Career and Technical Education for the 21st Century Act. This brief focuses on measuring postsecondary credit attainment.

July 2019

This brief is part of a series on measuring secondary Career Technical Education program quality, as required by the Strengthening Career and Technical Education for the 21st Century Act. This brief focuses on measuring work-based learning participation.