How many girls of color earned an industry-recognized credential in Information Technology last year? What types of work-based learning experiences lead to the best wage outcomes for learners from low-income families? How many graduates from Career Technical Education (CTE) programs in advanced manufacturing go on to work in their field of study?
A strong, well-aligned data system allows State CTE Directors and other state leaders to answer these questions and more. But according to the latest State of CTE report, The State of Career Technical Education: Improving Data Quality and Effectiveness, these data systems are not meeting the need for data-informed decision making.
While the report finds that 86 percent of State CTE Directors believe improving and enhancing their CTE data systems is a priority, only 45 percent say they have the information they need to assist in making decisions about CTE program quality and other initiatives at both the secondary and postsecondary levels. Making decisions about CTE program quality and equity without sufficient data is tantamount to sailors navigating the stormy seas using old maps and constellations rather than modern GPS technology.
What is the cause for this gap?
For one, state data systems are not sufficiently aligned across the secondary, postsecondary and workforce sectors. According to the survey, less than half of State Directors say their CTE data system is “mostly” or “fully” aligned with secondary data systems, 28 percent with postsecondary data systems and 18 percent with workforce data systems.
Ensuring learners are prepared with the skills and experiences they need for high-wage, high-skill employment in in-demand occupations is a shared responsibility among secondary education, postsecondary education and the workforce sector. Yet too many states continue to use disparate data systems for collecting, validating and accessing learner-level data. Using disparate systems not only increases the data collection burden for local leaders but also threatens the quality of the data and the ability of state leaders to use their data effectively.
Another critical challenge is improving the methods for collecting and validating learner-level data. Too many states rely on self-reported information without confirming that learners successfully completed a work-based learning experience, verifying that the industry-recognized credentials reported on school data submissions were awarded by credential providers, or documenting that learners earned postsecondary credit for completing dual or concurrent enrollment in high school.
Notably, 61 percent of states say they use student surveys – which have notoriously low response rates and are difficult to validate – to determine whether secondary learners go on to meaningful employment after they graduate. Thirty-three percent report the same for postsecondary learners.
This information is not easy to obtain and requires clear data sharing partnerships with employers, credential providers and other state agencies. But improving the methods of collecting and validating CTE data gives critical decision makers confidence in their use of data and ensures learners, educators and community members can trust decisions that are made on their behalf.
There are clear skies ahead, however, if states leverage implementation of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) to improve the quality and effectiveness of their career readiness data. Perkins V pushes states to improve data collection and reporting and make more data-informed decisions about CTE program quality and equity. As states begin the months-long process of vision setting, stakeholder engagement and plan development for Perkins V, they should consider the opportunity to improve their CTE data systems by auditing their current practices, establishing and formalizing data-sharing partnerships, and embedding data-informed decision making in policy and practice.
Equipped with strong, well-aligned data systems that are reinforced by trusted methods of collecting and validating data, State Directors can use their data to chart out a path to success for learners in their state. Otherwise the institutions, learners and communities they serve will be left unmoored.
The State of CTE report is based on a national survey of State Directors and examines how states are collecting, validating and using career readiness data. This resource was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy Group, generously funded by JPMorgan Chase & Co. This resource was developed in partnership with the Workforce Data Quality Campaign, a project of the National Skills Coalition, and the Data Quality Campaign.
Austin Estes, Senior Policy Associate
The Met, a work-based learning focused technical center in Providence, Rhode Island, serves about 800 students across the state. It is also one of eight recipients of 
GUIDE: A Guide for State Leaders: Maximizing Perkins V’s Comprehensive Local Needs Assessment & Local Application to Drive Quality and Equity in CTE (
In a strong signal of support for Career Technical Education (CTE) and career readiness in high school, 40 states are now measuring career readiness in their state or federal high school accountability systems. Fewer than half as many – 17 – were measuring career readiness just five years ago.
Another commonly used measure is Progress Toward Post-High School Credential. Seventeen states and the District of Columbia include measures aligned with the Destination Known recommendations, and another 22 states include out of sequence indicators. A number of states include either pathway completion or dual enrollment coursework in their accountability plans without requiring that experience to be accompanied by the completion of a state-defined college- and career-ready course of study, which is the Fundamental measurement in this category.
2018 was a significant year for Career Technical Education (CTE) at the federal and state levels. On July 31, 2018, the President signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into law, which reauthorized the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). The reauthorization of Perkins signaled a federal commitment to and a recognition of the promise and value of high-quality CTE. Additionally, at the state level 42 states and Washington, D.C., passed a total of 146 policy actions related to CTE and career readiness, reflecting a commitment from state leaders to advance CTE.
While roughly one hundred fewer policies were passed in 2018 than in 2017, this past year’s policies still reflect a commitment from state leaders to advance CTE. A decrease in the number of CTE policies passed compared to previous years should not be misinterpreted as an indication that CTE is not a priority for states. In fact, 
Throughout history, and continuing today, learners of color, low-income learners, female learners and learners with disabilities have been historically tracked into terminal vocational programs leading to jobs with uncertain promise of economic growth and prosperity.
Specifically, the researchers find that participating in “relationship-focused CTE” (a term they use to refer to work-based learning and other activities where students interact with industry mentors) is significantly related to higher job quality scores at age 29. This would seem to suggest that building relationships with industry mentors and completing work-based learning at an early age can help learners, particularly low-income learners, get a leg up on their careers. While the data do not provide a full picture of the quality of work-based learning in the study, the evidence is promising. 
Middle school Career Technical Education (CTE) has the power to expose students to college and career options and equip them with the transferable skills they need to plan for and succeed in high school and beyond. In recent years, a number of states have invested resources and supports to expand CTE and career exploration opportunities in middle schools, a trend that is likely to continue with the recent passage of the Strengthening Career Technical Education for the 21st Century Act (Perkins V), which now allows states to use Perkins funding to support CTE as early as the fifth grade.
Last week’s National Forum to Advance Rural Education was the nation’s 110th annual gathering of rural teachers, administrators, superintendents and state leaders from across the country.
Throughout history, and continuing today, learners of color, low-income learners, female learners and learners with disabilities have been historically tracked into terminal vocational programs leading to jobs with uncertain promise of economic growth and prosperity. While the quality of CTE programs has significantly improved since then, many of these same learners cannot access high-quality CTE programs of study that prepare them for success in postsecondary education and their future careers.
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