Data Quality Initiatives
With a growing national focus on data and accountability to
help students succeed in education and careers, collecting high-quality data
and sharing it across different agencies is more important than ever. For CTE,
data quality and access issues include appropriately measuring student
achievement, including the attainment of high-quality credentials; ensuring the
quality of Perkins-funded CTE programs; and providing data to consumers on the
connection between education and labor market outcomes.
ACTE has prepared a glossary of key data quality and sharing
initiatives to help you keep track. Below you can learn more about several of
these initiatives and why they are important for CTE. You can also access data on employment projections and how CTE prepares the qualified workforce.
- Certification Data Exchange Project:
ACTE, in cooperation with a number of national and state partners (including
CompTIA, the National Association of Manufacturers and the U.S. Department of
Education), is supporting a project to expand and improve data exchange between
industry certification organizations and state longitudinal data systems so
that schools can determine how many of their students earn industry
certifications or licenses. The project is based on a multi-year roadmap for the development of a national data exchange
clearinghouse that will allow states and educational institutions to gain
access to this data. It will help determine how data on industry certifications
can be shared with education and workforce systems in order to illustrate
alignment between education and workforce outcomes, which is a key aspect of
- School Codes for the Exchange of Data: In fall 2012, ACTE led a project, in
coordination with the Department of Education and the National Association of State
Directors of CTE Consortium, with Sharon Enright from the Ohio Department of
Education providing oversight, to revise course titles, descriptions and
classifications within the National Center for Education Statistics Secondary School Course Code Classification
System: School Codes for the Exchange of Data (SCED). ACTE created
16 working groups with almost 150 volunteers from our membership for the review
process. These recommendations were submitted to NCES in January 2013 and have
been reviewed and synthesized with input from other subject matter experts. The
revised SCED should be released in 2014. This work is important because it
ensures that SCED CTE courses and descriptions reflect what is currently being
taught, enabling comparison of course offerings among districts and
states, supporting longitudinal student information systems and encouraging the
use of course-taking information in research and evaluation of student outcomes.
We hope this is just the beginning of a collaborative process of
periodic revisions of CTE courses in the SCED.
- State Perkins Accountability Congress: The State Perkins Accountability Congress brought together stakeholders
from secondary and postsecondary CTE from each state, as well as organizations
such as ACTE, to discuss and come to consensus on common performance measure
definitions to be recommended for the reauthorization of Perkins. A final report released in February 2013 describes detailed suggestions for future
Perkins performance indicators and related student populations and measurement
approaches. If these recommendations are taken during reauthorization, they
would impact the accountability requirements for your CTE program.
- Workforce Data Quality Campaign: ACTE is one of eight national
partners in this campaign, which is calling for policymakers in Washington, DC
and in the state capitals to take a more inclusive approach to education data
quality efforts, including the diversity of students and workers and the range of education and labor market
outcomes that comprise our nation’s human capital strategy. Priorities include
credentials as well as degrees, assessing employment outcomes and expanding the
use of labor market information. The campaign’s work supports a more inclusive
data system that draws connections between education and labor market outcomes,
which is an important element of CTE programs.
What We Do
ACTE is committed to enhancing the job performance and satisfaction of
its members; to increasing public awareness and appreciation for career
and technical programs; and to assuring growth in local, state and
federal funding for these programs by communicating and working with
legislators and government leaders.
Who We Are
The Association for Career and Technical Education (ACTE) is the nation’s largest not-for-profit association committed to the advancement of education that prepares youth and adults for successful careers. ACTE represents the community of CTE professionals, including educators, administrators, researchers, guidance counselors and others at all levels of education. ACTE is committed to excellence in providing advocacy, public awareness and access to resources, professional development and leadership opportunities.
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