# State: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

For each evaluation question below, check the appropriate box that
applies. If "no" is checked, please comment on the reasons for your
evaluation.

+----------------------------+------------------+----------------------+
| Evaluation Questions       | Peer Evaluation  | Comments             |
+============================+==================+======================+
| 1\.                        | -   **Yes**      |                      |
| Concentrators\--Defining   |     *(check all  |                      |
| Threshold                  |     that apply)* |                      |
|                            |                  |                      |
| Does the state clearly     | ```{=html}       |                      |
| indicate the approach it   | <!-- -->         |                      |
| is using to define the     | ```              |                      |
| threshold level of         | -   Student      |                      |
| participation? If so, what |     Intent       |                      |
| approach or combination of |                  |                      |
| approaches is the state    | -                |                      |
| using?                     |   Number/Percent |                      |
|                            |     of Courses   |                      |
| 1.  [Student               |     or Hours     |                      |
|     Int                    |                  |                      |
| ent]{.underline}---student | -                |                      |
|     declaration of intent  |   Number/Percent |                      |
|     to enroll in and       |     of Key       |                      |
|     complete a             |     Courses      |                      |
|     sequence/program.      |                  |                      |
|                            | -   Other:       |                      |
| 2.  [Number/Percent of     |                  |                      |
|     Courses or             | \_\_\_\_\_\_\_\_ |                      |
|     Hour                   | \_\_\_\_\_\_\_\_ |                      |
| s]{.underline}---enrolling |                  |                      |
|     in and or completing a | ```{=html}       |                      |
|     defined number or      | <!-- -->         |                      |
|     percentage of courses  | ```              |                      |
|     or hours of            | -   No           |                      |
|     instruction.           |                  |                      |
|                            |                  |                      |
| 3.  [Number/Percent of Key |                  |                      |
|     Courses                |                  |                      |
| .]{.underline}---enrolling |                  |                      |
|     in or completing one   |                  |                      |
|     or more key courses    |                  |                      |
|     (e.g., skill level,    |                  |                      |
|     capstone).             |                  |                      |
+----------------------------+------------------+----------------------+
| 2.  Concentrators---Number | -   Yes *(Write  |                      |
|     of Courses or Hours or |     number or    |                      |
|     Percent of Program     |     percent      |                      |
|                            |     below)*      |                      |
| If the state defines the   |                  |                      |
| threshold in terms of      | ```{=html}       |                      |
| number of courses, hours   | <!-- -->         |                      |
| of instruction, or percent | ```              |                      |
| of program, does the state | -   Number of    |                      |
| clearly define the number  |                  |                      |
| or percent? If so, what is | Courses:\_\_\_\_ |                      |
| the number or percent?     |                  |                      |
|                            | -   Number of    |                      |
|                            |     Hours:       |                      |
|                            |     \_\_\_\_     |                      |
|                            |                  |                      |
|                            | -   Percent of   |                      |
|                            |                  |                      |
|                            | Program:\_\_\_\_ |                      |
|                            |                  |                      |
|                            | ```{=html}       |                      |
|                            | <!-- -->         |                      |
|                            | ```              |                      |
|                            | -   No           |                      |
+----------------------------+------------------+----------------------+
| 3\.                        | -   Yes          |                      |
| Concentrators---Defining   |                  |                      |
| Course Time                | ```{=html}       |                      |
|                            | <!-- -->         |                      |
| Does the state clearly     | ```              |                      |
| define the amount of       | -   **No**       |                      |
| instruction time in        |     *(check all  |                      |
| courses so that OVAE and   |     that apply)* |                      |
| states can convert into    |                  |                      |
| standardized units (e.g.,  | ```{=html}       |                      |
| Carnegie Units, credit     | <!-- -->         |                      |
| hours) and accurately      | ```              |                      |
| compare threshold levels   | -   Not defined  |                      |
| of states?                 |                  |                      |
|                            | -   Definition   |                      |
|                            |     not          |                      |
|                            |     sufficiently |                      |
|                            |     clear for    |                      |
|                            |                  |                      |
|                            |  standardization |                      |
|                            |     and          |                      |
|                            |     comparison   |                      |
+----------------------------+------------------+----------------------+
| 4\. Concentrator---Method  | -   Yes          |                      |
| for Determining Completion |                  |                      |
|                            | ```{=html}       |                      |
| If the state defines the   | <!-- -->         |                      |
| threshold level in terms   | ```              |                      |
| of course "completion," is | -   Grade        |                      |
| it clear how the state     |     received     |                      |
| consistently defines       |     (including   |                      |
| completion?                |     non-passing  |                      |
|                            |     grade)       |                      |
|                            |                  |                      |
|                            | -   Minimum      |                      |
|                            |     passing      |                      |
|                            |     grade        |                      |
|                            |     received     |                      |
|                            |                  |                      |
|                            | > If so, what    |                      |
|                            | > grade?         |                      |
|                            | > \_\_\_         |                      |
|                            | \_\_\_\_\_\_\_\_ |                      |
|                            |                  |                      |
|                            | -   Other:       |                      |
|                            |     \_\_\_\_     |                      |
|                            | \_\_\_\_\_\_\_\_ |                      |
|                            | \_\_\_\_\_\_\_\_ |                      |
|                            |                  |                      |
|                            | ```{=html}       |                      |
|                            | <!-- -->         |                      |
|                            | ```              |                      |
|                            | -   No           |                      |
|                            |                  |                      |
|                            | -   Not          |                      |
|                            |     Applicable   |                      |
|                            |     *(Does not   |                      |
|                            |     use          |                      |
|                            |     completion)* |                      |
+----------------------------+------------------+----------------------+
| 5\.                        | -   **Yes, They  |                      |
| Concentrators---Additional |     Are          |                      |
| Criteria                   |     Consistent** |                      |
|                            |                  |                      |
| Does the state use         | ```{=html}       |                      |
| additional requirements or | <!-- -->         |                      |
| criteria (e.g., seniors    | ```              |                      |
| only) for determining      | -   No, They Are |                      |
| whether students are       |     Not          |                      |
| concentrators other than   |     Consistent   |                      |
| student intent and levels  |     *(check all  |                      |
| of course-taking? If so,   |     that apply)* |                      |
| please list these criteria |                  |                      |
| below:                     | ## Not           |                      |
|                            | clearly defined  |                      |
| 1.  \_\_\_\_\_\_\_\_\_\_\_ |                  |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_ | ## Not consisten |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_ | t with framework |                      |
|                            |                  |                      |
| 2.  \_\_\_\_\_\_\_\_\_\_\_ | ## Result in     |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_ | unnecessary excl |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_ | usion which infl |                      |
|                            | ates performance |                      |
| If so, [are these          |                  |                      |
| additional criteria        | ##               |                      |
| consistent with the core   |  Barriers to sta |                      |
| indicator                  | te comparability |                      |
| framework]{.underline}?    |                  |                      |
| They are consistent if:    | -   Not          |                      |
|                            |     Applicable   |                      |
| 1.  They are clearly       |     *(No         |                      |
|     defined.               |     Additional   |                      |
|                            |     Criteria)*   |                      |
| 2.  They are consistent    |                  |                      |
|     with the definition of |                  |                      |
|     concentrators and      |                  |                      |
|     their intended use in  |                  |                      |
|     the core indicator     |                  |                      |
|     framework.             |                  |                      |
|                            |                  |                      |
| 3.  They do                |                  |                      |
|     [not]{.underline}      |                  |                      |
|     result in the          |                  |                      |
|     unnecessary or         |                  |                      |
|     unjustified exclusion  |                  |                      |
|     of significant numbers |                  |                      |
|     of students which will |                  |                      |
|     inflate performance    |                  |                      |
|     levels.                |                  |                      |
|                            |                  |                      |
| 4.  They do                |                  |                      |
|     [not]{.underline} pose |                  |                      |
|     major barriers for     |                  |                      |
|     state comparability.   |                  |                      |
+----------------------------+------------------+----------------------+
| 6\. Completers---Defining  | -   **Yes**      |                      |
| Completers                 |     *(check all  |                      |
|                            |     that apply)* |                      |
| Does the state clearly     |                  |                      |
| indicate how it is         | ```{=html}       |                      |
| defining completers        | <!-- -->         |                      |
| \--that is, measuring      | ```              |                      |
| whether concentrators      | -   Program      |                      |
| attained the skills in     |     Completion   |                      |
| their programs? If so,     |                  |                      |
| what approach(es) is the   | -   Key Course   |                      |
| state using?               |     Completion   |                      |
|                            |                  |                      |
| 1.  [Program               | -   Course       |                      |
|     Complet                |     Grades/Grade |                      |
| ion]{.underline}-completes |     Point        |                      |
|     all courses in a       |     Average      |                      |
|     program or a planned   |                  |                      |
|     sequence of courses    | -   Competency   |                      |
|                            |     Attainment   |                      |
| 2.  [Key Course            |                  |                      |
|     Completi               | -   Other:       |                      |
| on]{.underline}-completion |     \_           |                      |
|     of one or more key     | \_\_\_\_\_\_\_\_ |                      |
|     units of instruction   | \_\_\_\_\_\_\_\_ |                      |
|     (e.g., skill level,    |                  |                      |
|     capstone) regardless   | ```{=html}       |                      |
|     of other program       | <!-- -->         |                      |
|     requirements           | ```              |                      |
|                            | -   No           |                      |
| 3.  [Course Grades/Grade   |                  |                      |
|     Point                  |                  |                      |
|     Avera                  |                  |                      |
| ge]{.underline}-attainment |                  |                      |
|     of a minimum grade or  |                  |                      |
|     grade point average    |                  |                      |
|                            |                  |                      |
| 4.  [Competency            |                  |                      |
|     Attainme               |                  |                      |
| nt]{.underline}-attainment |                  |                      |
|     of a percentage of all |                  |                      |
|     competencies in the    |                  |                      |
|     program or the most    |                  |                      |
|     critical competencies  |                  |                      |
|                            |                  |                      |
| 5.  [Other:]{.underline}   |                  |                      |
|                            |                  |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_ |                  |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_ |                  |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_ |                  |                      |
+----------------------------+------------------+----------------------+

+---------------------------+-------------------+----------------------+
| Evaluation Questions      | Peer Evaluation   | Comments             |
+---------------------------+-------------------+----------------------+
| 7\.                       | -   **Yes, They   |                      |
| Completers---Additional   |     Are           |                      |
| Criteria                  |     Consistent**  |                      |
|                           |                   |                      |
| Does the state use        | ```{=html}        |                      |
| additional criteria for   | <!-- -->          |                      |
| determining whether       | ```               |                      |
| students are completers   | -   No, They Are  |                      |
| other than those          |     Not           |                      |
| measuring whether         |     Consistent    |                      |
| students attained the     |     *(check all   |                      |
| skills in their programs? |     that apply)*  |                      |
| If so, please list below: |                   |                      |
|                           | ## Not            |                      |
| 1.                        |  clearly defined  |                      |
|  \_\_\_\_\_\_\_\_\_\_\_\_ |                   |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\ | ## Not consiste   |                      |
| _\_\_\_\_\_\_\_\_\_\_\_\_ | nt with framework |                      |
|                           |                   |                      |
| 2.                        | ## Include stud   |                      |
|  \_\_\_\_\_\_\_\_\_\_\_\_ | ents with other o |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\ | utcomes which inf |                      |
| _\_\_\_\_\_\_\_\_\_\_\_\_ | lates performance |                      |
|                           |                   |                      |
| If so, [are they          | #                 |                      |
| consistent with the core  | # Barriers for st |                      |
| indicator                 | ate comparability |                      |
| framework]{.underline}?   |                   |                      |
| They are consistent if:   | -   Not           |                      |
|                           |     Applicable    |                      |
| 1\. They are clearly      |     *(No          |                      |
| defined.                  |     Additional    |                      |
|                           |     Criteria)*    |                      |
| 2\. They are consistent   |                   |                      |
| with the definition of    |                   |                      |
| completers and their      |                   |                      |
| intended use in the core  |                   |                      |
| indicator framework.      |                   |                      |
|                           |                   |                      |
| 3\. They do               |                   |                      |
| [not]{.underline} result  |                   |                      |
| in the unnecessary or     |                   |                      |
| unjustified inclusion of  |                   |                      |
| significant numbers of    |                   |                      |
| students who did not      |                   |                      |
| attain the skills in      |                   |                      |
| their programs which      |                   |                      |
| inflates performance.     |                   |                      |
|                           |                   |                      |
| 4\. They do               |                   |                      |
| [not]{.underline} pose    |                   |                      |
| major barriers for state  |                   |                      |
| comparability.            |                   |                      |
+---------------------------+-------------------+----------------------+
| 8\. Comparison of         | -   **Yes**       |                      |
| Concentrators and         |                   |                      |
| Completers---             | ```{=html}        |                      |
|                           | <!-- -->          |                      |
| Distinct and Consistent   | ```               |                      |
|                           | -   No *(check    |                      |
| Does the state clearly    |     all that      |                      |
| distinguish between       |     apply)*       |                      |
| concentrators and         |                   |                      |
| completers? States        | ## Not            |                      |
| clearly distinguish       |  clearly defined  |                      |
| between the two if:       |                   |                      |
|                           | ## Incons         |                      |
| 1.  The state has         | istent use of cri |                      |
|     distinct and          | teria/terminology |                      |
|     different definitions |                   |                      |
|     for concentrator and  | ## Not clea       |                      |
|     completer.            | r on relationship |                      |
|                           |                   |                      |
| 2.  The state             |                   |                      |
|     consistently uses     |                   |                      |
|     criteria and          |                   |                      |
|     terminology in both   |                   |                      |
|     definitions.          |                   |                      |
|                           |                   |                      |
| 3\. The state clearly     |                   |                      |
| communicates the          |                   |                      |
| relationship between the  |                   |                      |
|                           |                   |                      |
| definitions of            |                   |                      |
| concentrator and          |                   |                      |
| completer.                |                   |                      |
+---------------------------+-------------------+----------------------+

+----------------------------+------------------+----------------------+
| Evaluation Questions       | Peer Evaluation  | Comments             |
+----------------------------+------------------+----------------------+
| 9\. Tech Prep-Consistent   | -   **Yes**      |                      |
| with Perkins III           |                  |                      |
|                            | ```{=html}       |                      |
| Is the state definition of | <!-- -->         |                      |
| Tech Prep student          | ```              |                      |
| consistent with Perkins    | -   No *(check   |                      |
| definitions? It is         |     if           |                      |
| consistent if it refers to |     [            |                      |
| students reaching          | not]{.underline} |                      |
| thresholds in course       |     consistent)* |                      |
| sequences/programs that:   |                  |                      |
|                            | ## 2             |                      |
| 1.  Combine at least 2     |  Years of Second |                      |
|     years of secondary and | ary and Postseco |                      |
|     2 years of             | ndary Education  |                      |
|     postsecondary          |                  |                      |
|     education.             | ## Inte          |                      |
|                            | grated Academics |                      |
| 2.  Integrate applied      |                  |                      |
|     academics and          | ## Post          |                      |
|     vocational and         | secondary Degree |                      |
|     technical instruction  |                  |                      |
|                            | ## Employment/F  |                      |
| 3.  Lead to associate or   | urther Education |                      |
|     baccalaureate degree   |                  |                      |
|     or a postsecondary     |                  |                      |
|     certificate in a       |                  |                      |
|     career field.          |                  |                      |
|                            |                  |                      |
| 4.  Lead to appropriate    |                  |                      |
|     employment or further  |                  |                      |
|     education.             |                  |                      |
+----------------------------+------------------+----------------------+
| 10\. Comparison of Tech    | -   Yes *(check  |                      |
| Prep Students and          |     best         |                      |
|                            |                  |                      |
| Concentrators              |    description)* |                      |
|                            |                  |                      |
| Is it clear how the state  | ## Same          |                      |
| definition of Tech Prep    |                  |                      |
| student relates to the     | ##               |                      |
| state definition of        | Tech Prep Subset |                      |
| concentrator? If Yes,      |  of Concentrator |                      |
| which of the following     |                  |                      |
| best describes this        | ##               |                      |
| relationship?              | Concentrator Sub |                      |
|                            | set of Tech Prep |                      |
| 1.  [Same]{.underline}.    |                  |                      |
|     Tech Prep students are | ## Overl         |                      |
|     the same as            | ap But Different |                      |
|     concentrators.         |                  |                      |
|                            | ## Diffe         |                      |
| 2.  [Tech Prep Subset of   | rent, No Overlap |                      |
|                            |                  |                      |
| Concentrator]{.underline}. | ## Other         |                      |
|     Tech Prep students are |                  |                      |
|     a subset of            | -   No           |                      |
|     concentrators. All     |                  |                      |
|     Tech Prep students are |                  |                      |
|     concentrators, but not |                  |                      |
|     all concentrators are  |                  |                      |
|     Tech Prep students.    |                  |                      |
|                            |                  |                      |
| 3.  [Concentrator Subset   |                  |                      |
|     of Tech                |                  |                      |
|     Prep]{.underline}.     |                  |                      |
|     Tech Prep students are |                  |                      |
|     a larger group than    |                  |                      |
|     concentrators. All     |                  |                      |
|     concentrators are Tech |                  |                      |
|     Prep students, but not |                  |                      |
|     all Tech Prep students |                  |                      |
|     are concentrators.     |                  |                      |
|                            |                  |                      |
| 4.  [Overlap But           |                  |                      |
|                            |                  |                      |
|    Different]{.underline}. |                  |                      |
|     Tech Prep students and |                  |                      |
|     concentrators overlap, |                  |                      |
|     but not all Tech Prep  |                  |                      |
|     students are           |                  |                      |
|     concentrators and not  |                  |                      |
|     all concentrators are  |                  |                      |
|     Tech Prep students.    |                  |                      |
|                            |                  |                      |
| 5.  [Different, No         |                  |                      |
|     Overlap]{.underline}.  |                  |                      |
|     Tech Prep students and |                  |                      |
|     concentrators are      |                  |                      |
|     different with no      |                  |                      |
|     overlap.               |                  |                      |
|                            |                  |                      |
| 6\. [Other]{.underline}:   |                  |                      |
| Please explain:            |                  |                      |
+----------------------------+------------------+----------------------+