Consolidated Annual Performance, Accountability,

and Financial Status Report

for the

State Basic Grant and Tech-Prep Grant Programs

under the

Carl D. Perkins Vocational and Technical Education Act of 1998

2006-2007

U.S. Department of Education

Office of Vocational and Adult Education

Carl D. Perkins Vocational and Technical Education Act 1998, Public Law
105-332

Basic Grant to States, CFDA 084.048A and Tech-Prep Education CFDA
084.243A

OMB NO: 1830-0503

EXPIRES: 4-30-2008

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it displays a
valid OMB control number. The valid OMB control number for this
information collection is [1830-0503]{.underline}. The time required to
complete this information collection is estimated to average 130.25
hours per response, including the time to review instructions, search
existing data resources, gather and maintain the data needed, and
complete and review the information collection. If you have any comments
concerning the accuracy of the time estimate(s) or suggestions for
improving this form, please write to: U. S. Department of Education,
Washington, DC 20202-4651. If you have comments or concerns regarding
the status of your individual submission of this form, write or e-mail
directly to: U.S. Department of Education, Office of Vocational and
Technical Education, Division of Academic and Technical Education, 550
12^th^ Street, SW, Potomac Center Plaza, Room 11017, Washington, DC
20202 or john.haigh@ed.gov.

######### Table of Contents

[Background of the Report 1](#background-of-the-report)

[General Instructions
2](#report-submission-will-have-one-interim-fsr-for-perkins-iii-for-the-current-reporting-program-year-and-one-final-fsr-for-the-previously-reported-program-year.)

[Reporting Requirements 2](#reporting-requirements)

Definitions
...................................................................................................
3

SECTION A: Instructions for completing the cover sheet for the
consolidated annual performance, accountability, and financial status
report ................................................6

SECTION B: Instructions for completing the narrative report for the
consolidated annual performance, accountability, and financial status
report........................................... 7

[SECTION C: Instructions for completing the financial status report for
the consolidated annual performance, accountability, and financial
status
report](#section-c-instructions-for-completing-the-financial-status-report-for-the-consolidated-annual-performance-accountability-and-financial-status-report)
10

[SECTION D: Instructions for completing the basic grant and tech prep
student enrollment for the consolidated annual performance,
accountability, and financial status report
14](#section-d-instructions-for-completing-the-basic-grant-and-tech-prep-student-enrollment-for-the-consolidated-annual-performance-accountability-and-financial-status-report)

[SECTION E: Instructions for completing the accountability report for
the consolidated annual performance accountability, and financial status
report
16](#section-e-instructions-for-completing-the-accountability-report-for-the-consolidated-annual-performance-accountability-and-financial-status-report)

SECTION F: Instructions for completing the report on student outcomes
for the consolidated annual performance, accountability, and financial
status report................................. 21

[Tips](#tips-on-filling-out-accountability-forms) on Filling Out
Accountability Forms
...............................................................23

[Core Indicator Definitions 26](#core-indicator-definitions)

## Background of the Report

This document contains the U.S. Department of Education's (Department)
Consolidated Annual Performance, Accountability, and Financial Status
Reporting instrument for the State formula and Tech Prep grant programs
authorized by the Carl D. Perkins Vocational and Technical Education Act
of 1998, 20 U.S.C. §§ 2301 et seq. as amended by P.L. 105-332 (Perkins
III). Prepared in consultation with State officials, it includes all
requirements for States in reporting to the Department on programmatic,
financial, and accountability data for program year 2006-2007.

Under Perkins III, the U. S. Department of Education distributes
approximately \$1 billion to States and, through them, to local
educational agencies (LEAs) and other subgrantees for purposes of
improving vocational educational achievement of the nation's students.
In implementing these programs, Perkins III emphasize the importance of
accountability for performance and fiscal management in contributing to
States and school districts\' achieving their education goals for all
vocational students.

On August 2, 2006, the Perkins III legislation was reauthorized as the
Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV).
The Perkins IV legislation continues to emphasize the importance of
accountability for performance and more closely aligns the secondary
academic attainment and graduation measures to those required of all
students under the Elementary and Secondary Education Act (ESEA) as
amended by the No Child Left Behind (NCLB) Act. This information
collection has been updated for FY 2006-07 to enable States to begin
gathering data on three student outcomes in Perkins IV: secondary
academic attainment in reading/language arts, student academic
attainment in mathematics, and student graduation rates. The performance
and enrollment data will be disaggregated by gender, race, ethnicity and
special population categories. The Department's general authority for
collecting and disseminating information in section 431 of General
Education Provisions Act (GEPA) (20 U.S.C. 1231(c)) and the transition
authority in section 4 of Perkins IV allow the Secretary to collect data
to examine program performance over time and to assist the Department in
making the transition from Perkins III to Perkins IV. This will also
assist the Secretary to review program effectiveness by providing
information on student program participation trends and providing
context on all students who participate, regardless of their level of
participation, as opposed to only students who are concentrators, and
which are the focus of the core indicators of performance in the
statute. In reporting on these student outcomes, a State would use its
student definition of a "secondary CTE concentrator" as identified in
its new Perkins IV State Plan and would not be subject to subject to
sanctions for failing to meet its State adjusted levels of performance
for FY 2006-07 for the academic attainment core indicators of
performance under Perkins III.

This is the second generation of a consolidated annual reporting system.
This single reporting instrument incorporates (1) the accountability
reporting requirements under Section 113 of Perkins III, and (2) the
reporting requirements under the Education Department General
Administrative Regulations (34 CFR Part 80.40 (Annual Performance
Report) and 80.41 (Financial Status Report)).

The reporting instrument:

1.  Promotes coordinated data collection by including, in a single
    instrument, all of the annual information that the Department needs
    for this program; and

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1.  Reduces burden on eligible agencies by consolidating formerly
    separate reporting instruments into a single document; streamlining
    reporting requests for more efficient program administration; and
    eliminating duplication and unnecessary requests for information.

It is expected that reporting will continue to change as the Department
and the States develop their capacities to elicit and use accurate and
reliable information for purposes of monitoring, reporting, and
improving vocational programs and services.

The Department will continue collaborating with eligible agencies and
others on ways to improve a consolidated reporting instrument that would
be used for reporting on activities conducted in the future.

In addition, the Department has contracted for the continued development
and improvement of a Web-based reporting system. The Department is
committed to working with the contractor and eligible agencies so that
all States that choose to do so can submit their reports via the Web.

## General Instructions

The Consolidated Annual Report should be submitted electronically, along
with a cover sheet signed with an electronic PIN. The instructions for
the Web-based and Excel forms, as well as the CAR instrument itself can
be found at: [www.PerkinsCAR.com](http://www.PerkinsCAR.com/).

[Instructions for Excel Users:]{.underline}

1.  When downloading an Excel spreadsheet from the CAR web-based data
    collection system it is important to quickly click the **"Save"**
    button and name a file. Also, it is important to remember to
    **"Save"** the Excel spreadsheet prior to uploading your data to the
    web-based data collection system.

2.  After an Excel file has been uploaded to the CAR web-based data
    collection system users may update their data using this format.
    Remember if a user updates their data in the Excel format they
    **must** again upload the file to the web-based data collection
    system.

## Reporting Requirements 

The report is due December 31 of each year. Department of Education
regulations require that annual performance and financial status reports
be submitted by the 90^th^ day following the grant year (34 CFR
§80.40(b)(1), §80.41(b)(4)). The Department's general authority for
collecting and disseminating information in section 431 of GEPA (20
U.S.C. 1231(c)) and the transition authority in section 4 of Perkins IV
allow the Secretary to collect data to examine program performance over
time and to assist the Department in making the transition from Perkins
III to Perkins IV. The data will help to review program effectiveness by
providing information on student program participation trends and
providing context on all students who participate, regardless of their
level of participation, as opposed to only students who are
concentrators, and which are the focus of the core indicators of
performance in the statute. The Department of Education will use the
disaggregated enrollment data to determine numbers of CTE student
participants and as a qualifier for the indicator measures required in
the Act.

The following pages summarize in detail the reporting requirements. In
responding, eligible agencies must furnish information that reflects
data for the current reporting program year.

## Report submission will have one interim FSR for Perkins III for the current reporting program year and one final FSR for the previously reported program year.

## Definitions

**State Performance Measures:** Section 113(b)(1) of Perkins III

**Indicators of Performance:** Section 113(b)(2)(A) of Perkins III

**Additional Indicators of Performance:** Section 113(b)(2)(B) of
Perkins III

**Levels of Performance:** Section 113(b)(3) of Perkins III

**State Adjusted Levels of Performance for Core Indicators of
Performance:** Section 113(b)(3)(A) of Perkins III

**Race and Ethnicity:** The following categories and definitions are
based on the "The Standards for the Classification of Federal Data on
Race and Ethnicity (Statistical Policy Directive No. 15)" that was
issued by the Office of Management and Budget (OMB) in 1977:

> **American Indian or Alaskan Native**
>
> A person having origins in any of the original peoples of North
> America and who maintains cultural identification through tribal
> affiliation or community recognition.
>
> **Asian or Pacific Islander**
>
> A person having origins in any of the original peoples of the Far
> East, Southeast Asia, the Pacific Islands, of the Indian subcontinent.
> This includes, for example, China, India, Japan, Korea, the Philippine
> Islands, and Samoa.
>
> **Black (not Hispanic)**
>
> A person having origins in any of the Black racial groups of Africa.
>
> **Hispanic**
>
> A person of Mexican, Puerto Rican, Cuban, Central or South American,
> or other Spanish culture or origin regardless of race.
>
> **White (not Hispanic)**
>
> A person having origins in any of the original peoples of Europe,
> North Africa, or the Middle East.

**Displaced homemaker:** The term "displaced homemaker" means an
individual who --

(A)(i) has worked primarily without remuneration to care for a home and
family and for that reason has diminished marketable skills;

\(ii\) has been dependent on the income of another family member but is
no longer supported by that income; or

\(iii\) 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 this title; and

\(B\) is unemployed or underemployed and is experiencing difficulty in
obtaining or upgrading employment. \[sec. 3(7) of Perkins III\]

**Economically disadvantaged:** The term \"economically disadvantaged\"
means individuals from economically disadvantaged families, including
foster children. \[sec. (3)(23) of Perkins III\].

**Individual with limited English proficiency:** The term \"individual
with limited English proficiency\" means a secondary school student, an
adult, or an out-of-school youth, who has limited ability in speaking,
reading, writing, or understanding the English language, and---

\(A\) whose native language is a language other than English; or

\(B\) who lives in a family or community environment in which a language
other than English is the dominant language. \[sec. 3(13) of Perkins
III\]

**Individual with a disability:** The term \"individual with a
disability\" means an individual with any disability (as defined in
section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C.
12102). \[sec. 3(14) of Perkins III\]

**Individuals with other barriers to educational achievement:** The term
\"individuals with other barriers to educational achievement\" is
defined by each State as part of your Perkins III State plan. Include
those categories or groups of students identified in your State plan as
\"individuals with other barriers to educational achievement.\" \[sec.
3(23) of Perkins III\]

**Nontraditional training and employment:** The term \"nontraditional
training and employment\" means occupations or fields of work, including
careers in computer science, technology, and other emerging high skill
occupations, for which individuals from one gender comprise less than 25
percent of the individuals employed in each such occupation or field of
work. \[sec. 3(17) of Perkins III\]. Because our nation's labor force is
increasingly mobile and the labor market internationally competitive,
the Department encourages States to use national employment statistics
to identify non-traditional occupations. However, States may use State
data on employment to identify nontraditional occupations if it improves
targeting of educational improvement activities for nontraditional
employment and service to students enrolled in those programs. You may
get additional information on employment statistics and non-traditional
occupations from the America's Career Resource Network (ACRN) in each
State or your State WIA agency Employment Training Administration.

**Single parents:** The term \"single parents\" includes single pregnant
women. \[sec. 3(23) of Perkins III\]

**Threshold Level of Vocational Education:** A threshold level of
vocational education is defined "a sequence of courses that provides
individuals with the academic and technical knowledge and skills the
individuals used to prepare for further education and for careers (other
than careers requiring a baccalaureate, masters, or doctoral degree) in
current or emerging employment sectors." \[sec. 3 (39) of Perkins III\]

**[Definitions for Accountability Forms]{.underline}**

**Vocational Participant:** Student who enrolled in at least one
vocational-technical education course as defined in the State's Perkins
III State Plan.

**Vocational Concentrator:** Student who enrolled in a threshold level
of vocational education as defined in the State's Perkins III State
Plan.

**Vocational Completer:** Student who attained the academic and
technical knowledge/skills/ proficiencies within a program/sequence of
courses or instructional units that provides an individual with the
academic and technical knowledge/skills/proficiencies to prepare the
individual for employment and/or further education as defined in the
State's Perkins III State Plan.

**Definitions for Reporting on Student Outcomes**

**Student Outcomes:** Section 113(b)(2)(A)(i) and (iv) of Perkins IV

Academic Attainment in Reading/Language: Section 1111(b)(3) of the
Elementary and Secondary Education Act (ESEA)

Academic Attainment in Mathematics: Section 1111(b)(3) of the Elementary
and Secondary Education Act (ESEA)

Student Graduation Rates: Section 1111(b)(2)(C)(vi) of the Elementary
and Secondary Education Act (ESEA)

**Secondary CTE Concentrator:** Student who enrolled in a threshold
level of career and technical education as defined in the State's
Perkins IV State Plan.

# SECTION A: Instructions for completing the cover sheet (Form I) for the consolidated annual performance, accountability, and financial status report

**[Block]{.underline} [Instructions]{.underline}**

1.  Enter the grant recipient organization's name and address.

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1.  PR/Award numbers as indicated in Block 5 of the Grant Award
    Notifications for the Basic Grant to States and Tech-Prep.

2.  For optional use by those agencies needing cross-reference
    identification.

3.  Specify the program year covered in the report, [e.g.]{.underline}
    July1, 2006 through June 30, 2007.

4.  Include any remarks that are necessary to explain any specifics in
    the report. Attach additional information if needed.

5.  Enter name of authorized certifying official, date of submission and
    telephone. The Executive Officer, or designee, of the Grant
    recipient as appropriate must certify the report. Entry of an
    electronic Personal Identification Number upon electronic submission
    will be considered as official certification of the report.
    Directors or their designee will approve all data as an attestation
    of its accuracy by entering the PIN that was supplied by the
    Department of Education.

# SECTION B: Instructions for completing the narrative report for the consolidated annual performance, accountability, and financial status report

Section 114(a)(1) of Perkins III requires the Secretary to collect
performance information about, and report on, the condition of
vocational and technical education and on the effectiveness of State and
local programs, services, and activities carried out under the Act.
Below are the specific items that States are required to report on for
the past program year (July 1, 2006 - June 30, 2007). Reports must
address each of the items in the order outlined below, should make use
of tables and charts to summarize key points, and should not exceed 20
pages.

I. State Administration \[sec. 121 of Perkins III\]

A. Sole State Agency and Governance Structure

> Offer a brief summary of how your State is organized to administer
> vocational and technical education under Perkins III. Attach an
> organizational chart of the key agencies involved and offer a brief
> summary of the roles and responsibilities of each.

B. Organization of Vocational and Technical Education Programs

> Provide information about how vocational and technical programs are
> organized and offered in your State. Indicate whether, and to what
> extent, your State has organized its programs around career clusters
> or pathways that combine rigorous academic and technical courses and
> offer a clear pathway into a postsecondary program leading to a
> technical certificate, associate or baccalaureate degree,
> apprenticeship, or a job.

II\. State Leadership Activities \[sec. 124 of Perkins III\]

A. Required Uses of Funds

> Provide a summary of your major initiatives and activities in each of
> the following areas that are \"required\" under section 124(b)(1-8) of
> Perkins III:

-   An assessment of the vocational and technical education programs
    that are funded

-   Developing, improving, or expanding the use of technology in
    vocational and technical education

-   Professional development programs, including providing comprehensive
    professional development (including initial teacher preparation) for
    vocational and technical, academic, guidance, and administrative
    personnel

-   Support for vocational and technical education programs that improve
    the academic, and vocational and technical skills of
    students\...through the integration of academics with vocational and
    technical education

-   Providing preparation for nontraditional training and employment

-   Supporting partnerships to enable students to achieve State academic
    standards, and vocational and technical skills

-   Serving individuals in State institutions

-   Support for programs for special populations that lead to high
    skill, high wage careers

B. Permissible Activities \[sec. 124 of Perkins III\]

> Provide a brief summary of major initiatives and activities under one
> or more of the following areas under section 124(c)(1-12) of Perkins
> III.

III\. Distribution of Funds and Local Plan for Vocational and Technical
Education Programs \[sec.131 and 134 of Perkins III\]

A. Provide a summary of the State\'s eligible recipients, listing the
number of secondary local eligible agencies, area vocational and
technical education agencies, postsecondary agencies, and consortia.

B. Attach the latest version of the local application used to fund
eligible recipients

IV\. Accountability \[sec. 113 of Perkins III\]

A. State\'s Overall Performance Results and Program Improvement
Strategies

> Analyze the State\'s overall performance results compared to the
> agreed-upon performance levels for the past program year. For each
> instance where the State met its performance levels, provide a brief
> explanation of factors that may have contributed to those results.
>
> For each instance where the State did not meet its performance levels,
> provide a brief explanation of factors that may have contributed to
> those results, along with strategies that will be implemented during
> the program year to improve those results.

B. State\'s Performance Results for Special Populations and Program
Improvement Strategies

> Analyze the State\'s performance results for special populations
> listed in section 3(23) of Perkins III compared to the agreed-upon
> performance levels for the past program year. For each instance where
> the State met its performance levels, provide a brief explanation of
> factors that may have contributed to those results.
>
> For each instance where the State did not meet its performance levels,
> provide a brief explanation of factors that may have contributed to
> those results, along with strategies that will be implemented during
> the program year to improve those results.

C. Definitions for Accountability Forms

> Provide the State\'s current definitions for the following terms as
> identified in the State's Perkins III State Plan. Underline all or
> portions of any definitions that have changed from the previous
> program year.

-   Vocational participant

-   Vocational concentrator

-   Vocational completer

-   Tech-Prep student

    Provide the State's definition for the following term as identified
    in the State's Perkins IV State Plan.

-   Secondary career and technical education (CTE) concentrator

D. Measurement Approaches

> For each of the sub-indicators of performance, provide your
> measurement approach and definitions for the numerator and
> denominator. Please do not abbreviate or summarize any of the
> definitions. Underline all or portions of any definitions that have
> changed from the previous program year.

E. Improvement Strategies

> Provide a brief summary of any changes that are planned to improve the
> overall accuracy, reliability, and completeness of the State\'s
> Perkins accountability data.

V. Monitoring Follow-up

> If your State received a monitoring visit during the past program
> year, provide an update on corrective actions, if any, that your State
> was required to take, as well as any suggested improvement strategies
> that the State elected to complete.

VI\. Workforce Investment Act (WIA) Incentive Grant Award Results

> If your State received a WIA Incentive Grant during the past program
> year, and used a portion of the funds for activities allowable under
> Perkins III, provide a summary of the results of those activities. If
> your State did not use a portion of the funds for Perkins-related
> activities, please indicate how the funds were used.

###  

# SECTION C: Instructions for completing the financial status report for the consolidated annual performance, accountability, and financial status report

-   There are forms for an Interim and Final report. The Basic Grant and
    the Tech-Prep Grant from the same fiscal year are reported on the
    same form.

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-   The report is final when there are no additional outlays or
    obligations against the grant award and all existing obligations
    have been liquidated. FSRs that are not final are considered interim
    reports. Fill out the Interim report if all existing obligations
    have not been liquidated and a Final report if there are no
    unliquidated obligations.

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-   Identify the accounting basis used by the grantee.

-   Enter Federal Funding Period based on information obtained in Block
    6 of the Grant Award Notification.

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-   If this is an interim report, specify the Federal Funding Period as
    requested in the block. If this is a final report, specify the 27
    months (Federal Funding Period plus 12 months of Carryover) during
    which obligations can be made from funds under this award; i.e. July
    1, 2000 through September 30, 2002. This block refers to the period
    of obligations only. DO NOT include periods where liquidations or
    other adjustments were made. Compliance determinations will be made
    on final reports.

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-   Enter the Period Covered by this Report in the appropriate box.

-   Enter the Grant Award Number in the appropriate box.

-   Complete the table using the instructions and data descriptions
    located on page fifteen of this manual.

-   At the bottom of the form, include any remarks that are necessary to
    explain any specifics in the report. In completing the data
    collection forms, if a cell is determined by the State to be
    inapplicable, N/P can be recorded. An explanation of the
    determination must be included in the appropriate narrative section
    of the report. It is suggested a reference to the narrative be
    included with the data collection instrument.

Financial data recorded on each line item of the form is to be
reflective of the time period as specified at the top of this page.

**[Column]{.underline} [Instructions]{.underline}**

A On an interim FSR, this column must be zero (0). On the final FSR,
list here what was reported in column D (net outlays this report period)
on the interim FSR.

B Enter the total amount of outlays, both federal and non-federal. An
outlay is recorded when cash has been paid for an existing obligation.

**[Column]{.underline} [Instructions]{.underline}**

C Enter the program income credits earned from activities funded by this
award.

D Enter the result of Column B minus Column C.

E Enter the result of Column A plus Column D.

F Enter the total amount of non-federal vocational-technical education
outlays.

G Enter the result of Column E minus Column F.

H Enter the amount of all unliquidated obligations as of the end of the
reporting period. On a final report, this column must equal zero.

I Enter the result of Column G plus Column H.

J On **Line 1**, enter the amount of funds (if any) that the grantee
budgeted in its State Plan for secondary eligible recipients for the
purpose of the Reserve, as described in Section 112(c).

> On **Line 2**, enter the amount of funds (if any) that the grantee
> budgeted in its State Plan for postsecondary eligible recipients for
> the purpose of the Reserve, as described in Section 112(c).
>
> On **Line 3**, enter the sum of Lines 1 and 2.
>
> For **Line 4**, enter the remaining amount of funds budgeted for
> secondary eligible recipients from its set-aside as described in
> Section 112(a)(1).
>
> For **Line 5**, enter the remaining amount of funds budgeted for
> postsecondary eligible recipients from its set-aside as described in
> Section 112(a)(1).
>
> On **Line 6**, enter the sum of Lines 4 and 5.
>
> On **Line 7**, enter the sum of Lines 3, and 6.
>
> For **Line 8**, enter the amount the grantee budgeted in its State
> Plan for State Leadership program activities for non-traditional
> training and employment, as described in Section 112(a)(2)(B).
>
> For **Line 9**, enter the amount (if any) the grantee budgeted in its
> State Plan for State Leadership program activities for State
> institutions, as described in Section 112(a)(2)(A).
>
> For **Line 10**, enter the remaining amount of funds the grantee
> budgeted in its State Plan for State Leadership activities as
> described Section 112(a)(2).
>
> For **Line 11**, enter the remaining amount of funds budgeted in its
> State Plan for State Leadership activities, as described in Section
> 112(a)(2).
>
> For **Line 12**, enter the total amount the grantee budgeted in its
> State Plan for State Administration activities, as described in
> Section 112(a)(3).
>
> For **Line 13**, enter the amount the grantee budgeted in its State
> Plan for the total Basic Grant, authorized on the Basic Grant to
> States award as indicated in Block 7 of Grant Award Notification
> (EDGAPS-001).
>
> For **Line 14**, enter the amount the grantee budgeted in its State
> Plan for State Administration activities, described in Section 3(1),
> for administering the programs described in Title II, Tech-Prep
> Education.
>
> For **Line 15**, enter the amount the grantee budgeted in its State
> Plan for Local Consortia, described in Title II, Tech-Prep Education.
>
> On **Line 16**, enter the sum of Lines 14 and 15.

K Enter the result of Column J minus Column I.

**[Line]{.underline} [Instructions]{.underline}**

1.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate that were incurred by Secondary Eligible Recipients
    for the purposes of the Reserve as described in Section 112(c).

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1.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate that were incurred by Postsecondary Eligible
    Recipients for the purposes of the Reserve as described in Section
    112(c).

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3.  Enter the sum of Lines 1 and 2. For compliance purposes on the final
    report, the amount in cell I3 must not exceed 10% of the amount in
    Cell I7.

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3.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate, that were incurred by Secondary Eligible Recipients
    for all other local activities not reported above, from funds made
    available under Section 112(a)(1).

4.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate, that were incurred by Postsecondary Eligible
    Recipients for all other local activities not reported above, from
    funds made available under Section 112(a)(1).

5.  Enter the sum of Lines 4 and 5.

6.  Enter the sum of Lines 3, and 6. For compliance purposes on the
    final report, the amount in cell I7 should not be less than 85% of
    cell I13, unless I13 equals less than \$5,000,000. If I13 is less
    than \$5,000,000, see the State Plan budget for minimum value.

7.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate, that were incurred by the Eligible Agency from
    activities described in Section 124(b)(5) from funds set-aside in
    Section 112(a)(2)(B). NOTE: For compliance purposes the amount in
    cell I8 should not be less than \$60,000 and not greater than
    \$150,000.

9 Enter outlays, program income credits, or unliquidated obligations, as
appropriate, that were incurred by the Eligible Agency from activities
described in Section 124 (b) (7) from funds set-aside in Section
112(a)(2)(A). For compliance purposes on the final report, the amount in
cell I9 should not be greater than 1% of Cell I13.

10. Enter the outlays, program income credits, or unliquidated
    obligations, as appropriate, that were incurred by the Eligible
    Agency from activities described in Section 124 from funds set-aside
    in Section 112(a)(2).

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```
10. Enter the sum of Lines 8, 9 and 10. For compliance purposes on the
    final report, the amount in cell I11 should not be greater than 10%
    of Cell I13.

11. Enter all outlays, program income credits, or unliquidated
    obligations, as appropriate, that were incurred by the Eligible
    Agency from activities described in Section 121 from funds set-aside
    in Section 112(a)(3).

For compliance purposes on the final report, the amount in cell I12
should not be greater than 5% of I13**,** unless cell I13 equals less
than \$5,000,000. In that case, the approved State Plan budget amount is
the maximum value allowed.

12. Enter the sum of Lines 7, 11 and 12. For compliance purposes on the
    final report, the amount in cell J13 must equal amount of Basic
    Grant to States award as indicated in Block 7 of Grant Award
    Notification (EDGAPS-001). Cell I13 must not exceed value of Cell
    J13.

13. Enter all outlays, program income credits, or unliquidated
    obligations, as appropriate that were incurred by the Eligible
    Agency to administer, as described in Section 3(1), the programs
    described in Title II.

14. Enter all outlays, program income credits, or unliquidated
    obligations, as appropriate that were incurred by the consortia for
    activities described in Title II.

15. Enter the sum of Lines 14 and 15. For compliance purposes on the
    final report, the amount in cell I16 must equal the amount of the
    Tech-Prep Education award as indicated in Block 7 of Grant Award
    Notification (EDGAPS-001). Cell I16 must not exceed value of Cell
    J16.

# SECTION D: Instructions for completing the basic grant and tech prep student enrollment for the consolidated annual performance, accountability, and financial status report

## Instructions for Completing Student Enrollment Forms

The enrollment data is now to be reported by 16 broad career cluster
areas. The definitions of these areas and the CIP codes crosswalk are
provided as resources to assist the States in identifying student
enrollment. These resources can be found on the Peer Collaborative
Resource Network (PCRN) website at:
[www.edcountability.net](http://www.edcountability.net/). This career
cluster reporting system gives the State the decision to place State
specific courses and programs in a career cluster. This is consistent
with the previous reporting practice of the State/local determining
course/program aggregation in a particular code number. The following
sequence of steps is offered as a procedure for reporting secondary,
postsecondary, and adult (if applicable) student enrollment.

> [Step 1]{.underline}---Report in column "D" entitled "Grand Total"
> rows 2-4 the gender count of participants enrolled in one or more
> State CTE approved courses. **NOTE: This will be an
> [unduplicated]{.underline} student enrollment count. The computer
> program will calculate column "C" row "5".**

 

> [Step 2]{.underline} -- Report in columns "E-T" rows 2-4 the gender
> count of participants enrolled in the 16 board career cluster areas.
> **NOTE: These rows may contain a [duplicated]{.underline} student
> enrollment count. The computer program will calculate row "5".**
>
> [Step 3]{.underline} --Report in column "D" rows 6-11 the ethnicity
> count of the students enrolled in one or more State CTE approved
> course. **NOTE: These rows** **may contain a [duplicated]{.underline}
> student enrollment count. Also, columns "E-T" rows 6-11 are optional
> data reporting elements.**

 

> [Step 4]{.underline} --Report in column "D" rows 12-17 the special
> population count of the students enrolled in a State CTE approved
> course. **NOTE: These rows** **may contain a [duplicated]{.underline}
> student enrollment count.  The computer program will calculate column
> "D" row "19".** **Also, columns "E-T" rows 12-18 are optional data
> reporting elements.**

Optional Reporting Examples:

a)  Assign the State CTE course to the most appropriate career cluster -
    if a State CTE approved course includes more than one
    program/sequence, then do one of the following: (1) identify the
    most appropriate career cluster area for the program/sequence of
    courses, [or]{.underline} (2) divide the program/sequence of courses
    into different program sub areas and assign each program sub area to
    its most appropriate career cluster area.

b)  Report students in more than one career cluster area -- if a
    student's program/sequence of courses includes more than one career
    cluster area the student should be included in both career cluster
    areas. **Example 1**: A student enrolls in the Finance (column L)
    and Manufacturing (column S) career cluster areas. The student will
    be reported in both career cluster areas (columns L & S) but will be
    counted only once in column A. **Example 2:** A student enrolls in
    the Finance (column L) and takes two courses assigned only to
    finance. The student will be counted only once in the Finance
    cluster (column L).

Important Notes:

In completing the data collection forms for the Basic Grant and Tech
Prep programs, each cell must contain either a digit or N/P. An N/P in a
cell means that the State has attempted to collect data from the locals
or institutions, but such data was not provided (N/P), or could not be
obtained by the local education agencies or institutions. An N/P
reported will be counted and aggregated as a zero.

Some States may not offer all 16 career clusters areas. If a career
cluster is not offered in a State, an N/O should be inserted in the cell
and the State should provide an explanation in the "Additional
Information" space. If the State has a different career cluster name,
please find the closest applicable of the 16 career clusters and make a
note of the different names in the "Additional Information" space.

# SECTION E: Instructions for completing the accountability report for the consolidated annual performance, accountability, and financial status report

# 

## Instructions for Completing the Secondary and Postsecondary Core Indicators Accountability Forms 

> [Step 1]{.underline}---Report in column "C" rows 2-17 the total number
> of vocational program students meeting the State's numerator
> definition for each population (gender, race/ethnicity, special
> population and tech prep) identified in column B. **NOTE: The computer
> program calculates row 1.**
>
> [Step 2]{.underline}---Report in column "D" rows 2-17 the total number
> of students meeting the State's denominator definition for each
> population (secondary, gender, ethnicity, special population and tech
> prep) identified in column B. **NOTE: The computer program calculates
> row 1.**
>
> Column "E" -- **You do not enter data in this column**. Row 1 "Grand
> Total" is pre-populated with the Final Agreed Upon Performance Level
> for the reporting period. Rows 2-17 are shaded and do not require
> data.
>
> Column "F" -- **You do not enter data in this column**. The computer
> program calculates for rows 1-17 the total percent that identifies the
> actual levels of performance for this program year.
>
> Column "G"-- **You do not enter data in this column**. Row 1 "Grand
> Total" will have an "E" if the actual Level of Performance has
> exceeded the adjusted Level of Performance. An "M" will be placed in
> the row if the level is met. A "D" will be placed in the row if the
> level is not met.

## Special Instructions for Entering Data for Core Indicator 4: Participation in Nontraditional Programs 

### Participation in Secondary Nontraditional Programs

All secondary vocational education programs preparing students for
further training and employment in careers or occupations with
significant under representation of males or females will increase
participation of underrepresented males or females.

> [Step 1]{.underline} - Report in column "C" rows 2-17 the total number
> of students in an underrepresented group who participated in a
> non-traditional secondary program in the reporting year for each
> population (gender*\**, ethnicity, special population and tech prep)
> identified in column B. NOTE: The computer program calculates row 1.
>
> *\*Numerator = The number of students in underrepresented gender
> groups enrolled in a nontraditional program (e.g. number of females
> enrolled in programs nontraditional for females plus the number of
> males enrolled in programs nontraditional for males) in the reporting
> year.*
>
> [Step 2]{.underline} - Report in column "D" rows 2-17 the total number
> of students who participated in a non-traditional secondary program in
> the reporting year for each population (gender\*, ethnicity, special
> population and tech prep) identified in column B. NOTE: The computer
> program calculates row 1.
>
> *\*Denominator = The number of all (male and female) students enrolled
> in nontraditional programs in the reporting year*.
>
> Column "E" -- You do not enter data in this column. Row 1 "Grand
> Total" is pre-populated with the Final Agreed Upon Performance Level
> for the reporting period. Rows 2-17 are shaded and do not require
> data.
>
> Column "F" -- You do not enter data in this column. The computer
> program calculates for rows 1-17 the total percent that identifies the
> actual levels of performance for this program year.
>
> Column "G"-- You do not enter data in this column. Row 1 "Grand Total"
> will have an "E" if the actual Level of Performance has exceeded the
> adjusted Level of Performance. An "M" will be placed in the row if the
> level is met. A "D" will be placed in the row if the level is not met.
>
> Note: Nontraditional programs are those programs that address
> occupations or occupational areas in which underrepresented gender
> groups represent less than 25 percent of employment.

### Participation in Postsecondary Nontraditional Programs

All postsecondary vocational education programs preparing students for
further training and employment in careers or occupations with
significant under representation of males or females will increase
participation of underrepresented males or females.

> [Step 1]{.underline} - Report in column "C" rows 2-17 the total number
> of students in an underrepresented group who participated in a
> non-traditional postsecondary program in the reporting year for each
> population (gender\*, ethnicity, special population and tech prep)
> identified in column B.
>
> **NOTE: The computer program calculates row 1.**
>
> \*Numerator: *The number of students in underrepresented gender groups
> enrolled in a nontraditional program (e.g. number of females enrolled
> in programs nontraditional for females plus the number of males
> enrolled in programs nontraditional for males) in the reporting year*.
>
> [Step 2]{.underline} - Report in column "D" rows 2-17 the total number
> of students who participated in a non-traditional secondary program in
> the reporting year for each population (gender\*, ethnicity, special
> population and tech prep) identified in column B. **NOTE: The computer
> program calculates row 1.**
>
> \*Denominator = *the number of all (male and female) students enrolled
> in nontraditional programs in the reporting year*.
>
> Column "E" -- **You do not enter data in this column**. Row 1 "Grand
> Total" is pre-populated with the Final Agreed Upon Performance Level
> for the reporting period. Rows 2-17 are shaded and do not require
> data.
>
> Column "F" -- **You do not enter data in this column**. The computer
> program calculates for rows 1-17 the total percent that identifies the
> actual levels of performance for this program year.
>
> Column "G"-- **You do not enter data in this column**. Row 1 "Grand
> Total" will have an "E" if the actual Level of Performance has
> exceeded the adjusted Level of Performance. An "M" will be placed in
> the row if the level is met. A "D" will be placed in the row if the
> level is not met.
>
> **Note:** Nontraditional programs are those programs that address
> occupations or occupational areas in which underrepresented gender
> groups represent less than 25 percent of employment.

## Special Instructions for Entering Data for Core Indicator 4: Completion of Nontraditional Programs

### Completion of Secondary Nontraditional Programs

All secondary vocational education programs preparing students for
further training and employment in careers or occupations with
significant under representation of males or females will increase
completion of underrepresented males or females.

> [Step 1]{.underline} - Report in column "C" rows 2-17 the total number
> of students in an underrepresented group who completed a
> non-traditional secondary program in the reporting year for each
> population (gender*\**, ethnicity, special population and tech prep)
> identified in column B. **NOTE: The computer program calculates row
> 1.**
>
> *\*Numerator = The number of concentrators in underrepresented gender
> groups who completed a nontraditional program (e.g. number of female
> concentrators completing a program nontraditional for females plus the
> number of male concentrators completing a program nontraditional for
> males) in the reporting year.*
>
> [Step 2]{.underline} - Report in column "D" rows 2-17 the total number
> of students who completed a non-traditional secondary program in the
> reporting year for each population (gender\*, ethnicity, special
> population and tech prep) identified in column B. **NOTE: The computer
> program calculates row 1.**
>
> *\*Denominator = The number of all (male and female) concentrators
> completing a nontraditional program in the reporting year*.
>
> Column "E" -- **You do not enter data in this column**. Row 1 "Grand
> Total" is pre-populated with the Final Agreed Upon Performance Level
> for the reporting period. Rows 2-17 are shaded and do not require
> data.
>
> Column "F" -- **You do not enter data in this column**. The computer
> program calculates for rows 1-17 the total percent that identifies the
> actual levels of performance for this program year.
>
> Column "G"-- **You do not enter data in this column**. Row 1 "Grand
> Total" will have an "E" if the actual Level of Performance has
> exceeded the adjusted Level of Performance. An "M" will be placed in
> the row if the level is met. A "D" will be placed in the row if the
> level is not met.
>
> **Note**: Nontraditional programs are those programs that address
> occupations or occupational areas in which underrepresented gender
> groups represent less than 25 percent of employment.

### Completion of Postsecondary Nontraditional Programs

All postsecondary vocational education programs preparing students for
further training and employment in careers or occupations with
significant under representation of males or females will increase
completion of underrepresented males or females.

> [Step 1]{.underline}---Report in column "C" rows 2-17 the total number
> of students in an underrepresented group who completed a
> non-traditional postsecondary program in the reporting year for each
> population (postsecondary, gender*\**, ethnicity, special population
> and tech prep) identified in column B. **NOTE: The computer program
> calculates row 1.**
>
> *\*Numerator =  The number of concentrators in underrepresented gender
> groups who completed a nontraditional program (e.g. number of female
> concentrators completing a program nontraditional for females plus the
> number of male concentrators completing a program nontraditional for
> males) in the reporting year*
>
> [Step 2]{.underline}---Report in column "D" rows 2-17 the total number
> of students who completed a non-traditional postsecondary program in
> the reporting year for each population (postsecondary, gender\*,
> ethnicity, special population and tech prep) identified in column B.
> **NOTE: The computer program calculates row 1.**
>
> *\*Denominator = *The number of all (male and female) concentrators
> completing a nontraditional program in the reporting year.
>
> Column "E" -- **You do not enter data in this column**. Row 1 "Grand
> Total" is pre-populated with the Final Agreed Upon Performance Level
> for the reporting period. Rows 2-17 are shaded and do not require
> data.
>
> Column "F" -- **You do not enter data in this column**. The computer
> program calculates for rows 1-17 the total percent that identifies the
> actual levels of performance for this program year.
>
> Column "G"-- **You do not enter data in this column**. Row 1 "Grand
> Total" will have an "E" if the actual Level of Performance has
> exceeded the adjusted Level of Performance. An "M" will be placed in
> the row if the level is met. A "D" will be placed in the row if the
> level is not met.
>
> **Note:** Nontraditional programs are those programs that address
> occupations or occupational areas in which underrepresented gender
> groups represent less than 25 percent of employment.

## SECTION F: Instructions for completing the report on student outcomes for the consolidated annual performance, accountability, and financial status report

### Academic Attainment in Reading/Language Arts 

> [Step 1]{.underline} - Report in column "C" rows 2-18 the total number
> of career and technical education students meeting the State's
> numerator\* definition identified in column B. **NOTE: The computer
> program calculates row 1.**
>
> *\*Numerator -- \# of CTE concentrators (as defined in the State's
> Perkins IV State plan) who have met the proficient or advanced level
> on the Statewide high school reading/language arts assessment
> administered by the State under Section 1111(b)(3) of the Elementary
> and Secondary Education Act (ESEA) as amended by the No Child Left
> Behind Act based on the scores that were included in the State's
> computation of adequate yearly progress (AYP) and who, in the
> reporting year, left secondary education.*
>
> [Step 2]{.underline} - Report in column "D" rows 2-18 the total number
> of students meeting the State's denominator\* definition identified in
> column B. **NOTE: The computer program calculates row 1.**
>
> *\*Denominator -- Number of CTE concentrators (as defined in the
> State's Perkins IV State plan) who took the ESEA assessment in
> reading/language arts whose scores were included in the State's
> computation of AYP and who, in the reporting year, left secondary
> education.*
>
> Column "E" -- **You do not enter data in this column**.
>
> Column "F" -- **You do not enter data in this column**. The computer
> program calculates for rows 1-18 the total percent that identifies the
> actual levels of performance for this program year.
>
> Column "G"-- **You do not enter data in this column**.

**Academic Attainment in Mathematics**

> [Step 1]{.underline} - Report in column "C" rows 2-18 the total number
> of career and technical education students meeting the State's
> numerator\* definition identified in column B. **NOTE: The computer
> program calculates row 1.**
>
> *\*Numerator -- \# of CTE concentrators (as defined in the State's
> Perkins IV State plan) who have met the proficient or advanced level
> on the Statewide high school mathematics assessment administered by
> the State under Section 1111(b)(3) of the Elementary and Secondary
> Education Act (ESEA) as amended by the No Child Left Behind Act based
> on the scores that were included in the State's computation of
> adequate yearly progress (AYP) and who, in the reporting year, left
> secondary education.*
>
> [Step 2]{.underline} - Report in column "D" rows 2-18 the total number
> of students meeting the State's denominator\* definition identified in
> column B. **NOTE: The computer program calculates row 1.**
>
> *\*Denominator -- Number of CTE concentrators (as defined in the
> State's Perkins IV State plan) who took the ESEA assessment in
> mathematics whose scores were included in the State's computation of
> AYP and who, in the reporting year, left secondary education.*

Column "E" -- **You do not enter data in this column**.

> Column "F" -- **You do not enter data in this column**. The computer
> program calculates for rows 1-18 the total percent that identifies the
> actual levels of performance for this program year.
>
> Column "G"-- **You do not enter data in this column**.

**Student Graduation Rates**

> [Step 1]{.underline} - Report in column "C" rows 2-18 the total number
> of vocational program students meeting the State's numerator\*
> definition identified in column B. **NOTE: The computer program
> calculates row 1.**
>
> *\*Numerator -- Number of CTE concentrators (as defined in the State's
> Perkins IV State plan) who, in the reporting year, were included as
> graduated in the State's computation of its graduation rate as
> described in Section 1111(b)(2)(C)(vi) of the ESEA.*
>
> [Step 2]{.underline} - Report in column "D" rows 2-18 the total number
> of students meeting the State-negotiated denominator\* definition for
> each population (secondary, gender, ethnicity, special population and
> tech prep) identified in column B. **NOTE: The computer program
> calculates row 1.**
>
> *\*Denominator -- Number of CTE concentrators (as defined in the
> State's Perkins IV State plan) who, in the reporting year, were
> included in the State's computation of its graduation rate as defined
> in the State's Consolidated Accountability Plan pursuant to Section
> 1111(b)(2)(C)(vi) of the ESEA.*
>
> Column "E" -- **You do not enter data in this column**.
>
> Column "F" -- **You do not enter data in this column**. The computer
> program calculates for rows 1-18 the total percent that identifies the
> actual levels of performance for this program year.
>
> Column "G"-- **You do not enter data in this column**.

## Tips on Filling Out Accountability Forms

-   States must report data for all negotiated indicators.

-   In completing the Accountability Data Collection forms in an Excel
    or Web-based data collection format, each cell must have a digit or
    N/P.

-   Column C "Numerator" is the number of students that are determined
    to have achieved the established outcome.

-   Column D "Denominator" is the number of students that were eligible
    to achieve the established outcome.

-   Column G "Actual vs. Adjusted Level of Performance" is calculated by
    the computer program and identifies the performance status with an
    E-Exceeded, M-Met and D-Did Not Meet.

-   The Racial/Ethnic, Special Population, and Tech Prep categories are
    required data breakouts and can be duplicate counts. Student
    outcomes (results) for each Core Indicator should be reported under
    each Special Population and Race/Ethnicity of which they are a
    member. For example, if a student is disabled and economically
    disadvantaged, they would be reported twice---once under individuals
    with disabilities and again under economically disadvantaged.

    -   Race/Ethnicity includes American Indian or Alaska Native; Asian
        or Pacific Islander; Black (not Hispanic); Hispanic and White
        (not Hispanic).

    -   Special Populations include Individuals with Disabilities;
        Economically Disadvantaged; Nontraditional Enrollees; Single
        Parents; Displaced Homemakers, Other Educational Barriers; and
        Limited English Proficient categories.

-   Core Indicator #3 Placement and Retention -- Total Placement data
    are unduplicated.

**[NOTE:]{.underline}** The Core Indicator #3 Placement and Retention
sub-indicators

Education/Training and Employment/Military data may be duplicated, i.e.,
if a student

> is placed in education and becomes employed.
>
>  States reporting Military data should use the Employment form for
> reporting. States should combine these data.

-   Report secondary data on the forms marked "Secondary" and collegiate
    data AA degree granting institution data on the forms marked
    "Postsecondary".

-   Report adult tech center data or evening school data on the forms
    marked "Adult". This applies to only those States with adult
    programs.

-   For those States reporting additional measures, an optional form is
    provided. States should identify the measure(s) in the heading (such
    as cost, drop-outs, other academic areas e.g. English, math and
    science) and complete the form in the same manner as for the
    required Indicators of Performance. States may duplicate this form.

-   The computer program will calculate the shaded Male, Female, and
    Gender Unknown "Grand Total" rows.

-   For additional guidance OVAE has prepared in consultation with the
    States a [CORE INDICATOR FRAMEWORK]{.underline} that may be found on
    the Internet at:
    <http://www.edcountability.net/core_indicators_p/core_indicators_pub.cfm>

## Core Indicator Definitions

### Core Indicator 1: 

> **Attainment of Academic Skills, Secondary (1S1)** All vocational
> concentrators who reach a State-defined threshold level of vocational
> education will master academic knowledge and skills that meet
> challenging State academic standards.
>
> **Attainment of Academic Skills, Postsecondary (1P1)** All vocational
> concentrators who reach a State-defined threshold level of vocational
> education to complete a postsecondary program will master the
> knowledge and skills that meet program-defined academic standards.
>
> **Attainment of Vocational Skills, Secondary (1S2)** All vocational
> concentrators who reach a State-defined threshold level of vocational
> education will master the knowledge and skills that meet
> State-established, industry-validated career and technical skill
> standards.
>
> **Attainment of Vocational Skills, Postsecondary (1P2)** All
> vocational concentrators who reach a State-defined threshold level of
> vocational education to complete a postsecondary program will attain
> the knowledge and skills that meet program-defined, and
> industry-validated career and technical skill standards.

### Core Indicator 2:

> **Completion of Diploma/Credential, Secondary (2S1)** All vocational
> concentrators who reach a State-defined threshold level of vocational
> education will attain a secondary school diploma or its recognized
> State equivalent.
>
> **Completion of Diploma/Credential, Postsecondary (2P1)** All
> vocational concentrators who reach a State-defined threshold level of
> vocational education to receive postsecondary degrees, certificates,
> or credentials will receive these postsecondary credentials.
>
> **Credential Attainment, Completion of Diploma/Credential, Secondary
> (2S2)** All vocational concentrators who reach a State-defined level
> of vocational education will attain *a proficiency credential in
> conjunction with a secondary school diploma* or its State-recognized
> equivalent.
>
> If your State does not include the credential with the completion of a
> diploma, data is not necessary for this indicator.

### Core Indicator 3:

> **Placement and Retention, Total Placement , Secondary (3S1)** All
> vocational concentrators who reach a State-defined threshold level of
> vocational education during their secondary education and who
> transition to postsecondary education or advanced training, and/or
> employment.
>
> **Placement and Retention, Sub-indicator Placement: Education/Advanced
> Training, Secondary** All vocational concentrators who reach a
> State-defined threshold level of vocational education during their
> secondary education and who transition to postsecondary education or
> advanced training. This sub-indicator data may be a duplicate count
> and is not a negotiated performance. Please note that States are
> required to report the Advanced Training; Military and Education data
> along with the placement data.
>
> **Placement and Retention, Sub-indicator Placement: Employment,
> Secondary** All vocational concentrators who reach a State-defined
> threshold level of vocational education during their secondary
> education and who transition to employment including military service.
> This sub-indicator data may be a duplicate count and is not a
> negotiated performance level. Please note that States are required to
> report the Advanced Training; Military and Education data along with
> the placement data.
>
> **Placement and Retention, Total Placement, Postsecondary (3P1)** All
> vocational concentrators who reach a State-defined threshold level of
> vocational education to complete a postsecondary program will
> successfully transition to further postsecondary education or advanced
> training, and/or employment.
>
> **Placement and Retention, Sub-indicator Placement: Education/Advanced
> Training, Postsecondary** All vocational concentrators who reach a
> State-defined threshold level of vocational education and who
> transition to postsecondary education or advanced training. This
> sub-indicator data may be a duplicate count and is not a negotiated
> performance level. Please note that States are required to report the
> Advanced Training; Military and Education data along with the
> placement data.
>
> **Placement and Retention, Sub-indicator Placement: Employment,
> Postsecondary** All vocational concentrators who reach a State-defined
> threshold level of vocational education to complete a postsecondary
> program will successfully transition to employment including military
> service. This sub-indicator data may be a duplicate count and is not a
> negotiated performance level. Please note that States are required to
> report the Advanced Training; Military and Education data along with
> the placement data.
>
> **Placement and Retention, Retention, Postsecondary (3P2)** All
> vocational concentrators who reach a State-defined threshold level of
> vocational education who leave secondary schooling and who are placed
> in further postsecondary education or advanced training, employment
> including military service will be retained in these activities.

### Core Indicator 4:

> **Participation in Nontraditional Programs, Secondary (4S1)** All
> secondary vocational education programs preparing students for further
> training and employment in careers or occupations with significant
> under representation of males or females will increase participation
> of underrepresented males or females.
>
> **Participation in Postsecondary Nontraditional Programs,
> Postsecondary (4P1)** All postsecondary vocational education programs
> preparing students for further training and employment in careers or
> occupations with significant under representation of males or females
> will increase participation of underrepresented males or females.
>
> **Completion of Nontraditional Programs, Secondary (4S2)** All
> secondary vocational education programs preparing students for further
> training and employment in careers or occupations with significant
> under representation of males or females will increase program
> completion of underrepresented males or females.
>
> **Completion of Nontraditional Programs, Postsecondary (4P2)** All
> postsecondary vocational education programs preparing students for
> further training and employment in careers or occupations with
> significant under representation of males or females will increase
> program completion for underrepresented males or females.
>
> **Note:** Nontraditional programs are those programs that address
> occupation or occupational areas in which underrepresented gender
> groups represent less than 25 percent of employment.

### Optional Indicators:

> **Adult, Non College** An individual who is not currently enrolled in
> an AA degree granting institution, such as tech centers, evening
> classes and a single course or program.
>
> **Additional Measure, Secondary/Postsecondary** Any measure that goes
> beyond the Perkins III required and State identified indicators, such
> as cost, drop-outs, other academic areas e.g. English, Math and
> Science.

### Student Outcomes Z:

> **Academic Attainment in Reading/Language Arts (ZS1)** Secondary CTE
> concentrators (as defined in the State's Perkins IV State plan) who
> have met the proficient or advanced level on the Statewide high school
> reading/language arts assessment administered by the State under
> Section 1111(b)(3) of the Elementary and Secondary Education Act
> (ESEA) as amended by the No Child Left Behind Act based on the scores
> that were included in the State's computation of adequate yearly
> progress (AYP) and who, in the reporting year, left secondary
> education.
>
> **Academic Attainment in Mathematics (ZS2)** Secondary CTE
> concentrators (as defined in the State's Perkins IV State plan) who
> have met the proficient or advanced level on the Statewide high school
> mathematics assessment administered by the State under Section
> 1111(b)(3) of the Elementary and Secondary Education Act (ESEA) as
> amended by the No Child Left Behind Act based on the scores that were
> included in the State's computation of adequate yearly progress (AYP)
> and who, in the reporting year, left secondary education.
>
> **Student Graduation Rates (ZS3)** Secondary CTE concentrators (as
> defined in the State's Perkins IV State plan) who, in the reporting
> year, were included as graduated in the State's computation of its
> graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA.