Part 1: Key Facts
Student & Teacher Information
According to 2004-2005 data from the U.S. Department of Education (the latest numbers publicly available), the total number of CTE students in Wisconsin was 182,000. This includes the following:
- Secondary: 47,695
- Postsecondary: 134,305
Delivery System/School Information
At the secondary level, 370 of the 380 eligible school districts participated in the Perkins program. In addition, at the postsecondary level, Perkins participants include all 16 technical college districts, with approximately 50 campuses, and the state’s two tribally-controlled community colleges.
Funding/Financing for CTE
Federal: Wisconsin received $22,103,558 from the Perkins Basic State Grant and $2,106,802 from Tech Prep in FY 2007. Approximately 45 percent of these funds are allocated to secondary schools through the Wisconsin Department of Public Instruction (DPI); about 55 percent of the funds are allocated to technical colleges through the Wisconsin Technical College System (WTCS) state board.
State: There is no special state funding or factor for K-12 education related specifically to CTE.
The technical colleges annually receive about $155 million in state funding to support postsecondary programs with the primary focus on CTE. These funds are distributed through a statutory formula based on relative operating costs with an equalizing factor for relative differences in district property values. In addition, state and local funds further subsidize CTE programs more than liberal arts programs. State statutes require technical college program fees (tuition) to recover only 14 percent of operating costs for CTE programs, but 31 percent of these same costs for liberal arts transfer programs.
Part 2: State Administration
Key State CTE Contacts
Daniel Clancy
President
Wisconsin Technical College System
345 West Washington Avenue, 2nd Floor
P.O. Box 7874
Madison, WI 53707-7874
Kathy Cullen
Vice President
Division of Teaching and Learning
Wisconsin Technical College System
Phone: 608-266-2017
Sharon Wendt
Career and Technical Education Team
Division for Academic Excellence
Department of Public Instruction
P.O. Box 7841
Madison, WI 53707-7841
Phone: 608-267-9251
Fax: 608-267-9275
State Agencies
The Wisconsin Technical College System (WTCS) Board is the state agency designated to administer the State CTE program under the Perkins Act. The WTCS operates under a model of shared governance in which responsibility for the operation of the WTCS is shared by the WTCS Board and sixteen district boards.
The WTCS Board primarily administers the postsecondary and Tech Prep portions of the Perkins program. The State Board delegates significant responsibility for the administration, operation and supervision of this Act at the elementary/secondary level to the Wisconsin Department of Public Instruction (DPI).
In the DPI, the Career and Technical Education Team within the Division for Academic Excellence has primary responsibility for the administration of the state’s secondary Perkins program The Division for Finance and Management provides support for financial accountability.
Technical assistance and training will be provided by state level staff, in cooperation with the state’s twelve Cooperative Educational Service Agency (CESA) structures, to assist districts to meet or exceed the levels of performance and prepare special populations for further learning and for high-skill, high-wage careers.
State Standards for CTE
Secondary: The DPI has created “program standards” that are indicators of a quality, comprehensive CTE program. Each of the six CTE disciplines has developed program standards and this information has been captured in a CTE Program Standards booklet that was issued in 2005. These program standards reflect on practices or program quality, but do include recommended content standards (or knowledge and skill statements) around which local CTE programs should be structured.
The program standards are not used by DPI for program monitoring or making decisions about local eligibility for state funds. They are used, however, as a tool for self-evaluation for program growth and development.
Postsecondary: For health occupation programs, such as EMT, there are specific content standards established by the state that must be included in each local postsecondary program. For most other programs, there is not a specified set of technical content standards that must be covered, but as part of the WTCS program approval process, each program must identify program outcomes and demonstrate how these outcomes align to industry needs and industry standards.
The state does not have common course numbering for its CTE college courses, except in the Health Science area. There is common numbering for the general education courses. However, as faculty around the state increase their collaboration and consultation in program development, there is a greater commonality of content across the technical courses. Also, for some of the Applied Associate Degree programs which articulate to state university programs, there is an online articulation system. This allows for comparison of content among the various programs.
Program Approval/Quality Control
To assist teachers in performing a self-evaluation of their program, the Program Self-Evaluation, Improvement, and Goal Setting Tool has been developed. In this document each program standard includes “quality indicators” which further define each standard. Evaluation of each “quality indicator” includes the selecting of one of the three ratings and providing corresponding documented institutional evidence and remarks. The evaluation tool (also known as the “grid”) is to be completed by all teachers in the department rather than each teacher completing “the grid” independently. Therefore, teachers must work collaboratively with teachers in the same discipline within the school to complete this task.
Each local secondary applicant describes the findings from its self-evaluation in the application for the Perkins allocation, but there is no external validation of the self-evaluation findings, or particular level of performance the local school district must meet.
At the postsecondary level, state statutes require the WTCS Board to approve any educational program offered by a Wisconsin technical college district. Depending on the postsecondary program type (applied associate degree, one-year technical diploma, two-year technical diploma, short-term certificate, or registered apprenticeship), each local CTE program offered at a technical colleges must offer a standard set of curriculum components including general education and technical or occupational studies, and the WTCS Board reviews and approves the curriculum developed by the college.
The WTCS Board also uses a continuous improvement process titled the Quality Review Process to annually evaluate the effectiveness of each program offered in the system. A scorecard is produced annually for each program that measures performance on metrics that are similar to those used for the Perkins performance indicators. This information is then used by the colleges to guide program improvement plans.
In addition, as part of the ongoing program evaluation process, technical college districts review on an annual basis the extent to which each program is addressing current or emerging occupational opportunities for its students as well as business and industry. Technical college districts then work with WTCS Board staff to review programs that are failing to attract students, those for which placement opportunities are decreasing, or for which business and industry advisory committees indicate are no longer meeting labor market needs, and the develop recommendations to the WTCS Board to modify or discontinue these programs.
As colleges are reviewing their programs, all the reviews are posted online along with the curriculum standards adopted by each college. This information is available to all the technical colleges in the state, easing new program development and providing comparative information among the colleges.
Any time there is a significant change in a course (about 20-30 percent or more new and revised content), or a significant change in an overall program, the course or program must be submitted for re-approval by the WTCS Board.
Perkins Priorities: Under the 2006 Perkins Act, the WCTS State Board established four funding priorities for postsecondary CTE intended to focus local activities on using funds for program improvement, based on the analysis of data and targeting students who are engaged in a significant commitment to CTE programs. The four funding priorities that guide the implementation of the 2006 Perkins Act are:
- Strengthening CTE Programs
- Achieving Student Success
- Assuring Access and Participation in Nontraditional Training Occupational Employment
- Promoting and Supporting High School to College Transitions for CTE Students
In establishing these four priorities, the State Board took into account the purposes of the Perkins Act and the Act’s greater focus on:
- Promoting leadership, initial preparation, and professional development at the state and local level to improve the quality of CTE professionals.
- Strengthening relationships among secondary schools and postsecondary institutions.
- Re-enforcing the importance of extending lifelong opportunities.
- Requiring greater accountability at both the state and local level for academic and technical skill achievement of secondary and postsecondary CTE students.
In addition, the State Board’s priorities were shaped by the Board’s own guiding planning document titled Strategic Directions, the deliberation of internal and cross-agency workgroups at the State Board’s System Office and Wisconsin Department of Public Instruction, and information gained through extensive opportunities for public comment and consultation with CTE stakeholders.
Under the new policies, postsecondary funds distributed under the Perkins Act may only be used to improve technical education programs and the performance of students enrolled in technical education programs in accordance with these four funding priorities. Each local postsecondary recipient receives an allocation of their basic grant. Each of the first three priorities must be funded with a minimum of 20 percent, 50 percent, and 5 percent, respectively. The High School to College Transitions priority is funded primarily through Title II funds to support the state’s Tech Prep program administered by the technical colleges. The remaining 25 percent of the Title I basic grant to postsecondary recipients is placed in a Flex Fund and the recipients can allocate these funds among the four priorities in whatever ratio is determined to best address local needs.
Program Improvement grants are funded under the Strengthening CTE Programs priority. These funds must be used to implement at least one occupational program improvement plan developed under the Quality Review Process or the Perkins Local Performance Improvement Plan process. Both the Quality Review Process and the Perkins Local Performance Improvement Plan process link program performance improvement activities directly to recipient performance with respect to the Perkins core indicators of performance measures. Funds awarded under this priority may also be used to identify, validate, and measure technical skill attainment for postsecondary CTE programs and build career pathways for adult learners.
Funds provided for Achieving Student Success and Promoting Nontraditional Occupations are used for the provision of direct student services for “at risk” students and recruitment and retention of NTO students. To improve targeting of services to improve student outcomes, the State Board is redefining “at risk” students. The new definition will focus more on actual or expected student performance, instead of just focusing on student characteristics. This new definition of “at risk” would require local recipients to identify postsecondary students to be served based on the college’s best judgment of the student’s prior, current or future performance.
In the past, the WTCS has allowed local recipients to use Perkins funds to provide services to any postsecondary special population student enrolled in any postsecondary CTE program course. As a result, recipients used Perkins funds to serve large numbers of students who were unlikely to complete a CTE program. With the increased emphasis in Perkins on greater accountability for the performance for all students at the state and local level, the State Board is also seeking to target funding for student support services to postsecondary students who, due to the provision of student support services, are most likely to complete a CTE program.
The WTCS believes that this new definition of “at risk” has the potential to focus the provision of student support services on those postsecondary students who are most at risk of not completing a CTE program, regardless of whether the specific issues the students are coping with are academic, financial or personal. At the same time, the definition will not lock local eligible recipients into continuing to serve the same students from year-to-year because the colleges will be called upon to re-evaluate the need for services based on on-going assessment of student performance, not a one-time assessment of student demographic characteristics.
Part 3: CTE Initiatives & Related Policies
State Education & Workforce Agenda
In Governor Jim Doyle's 2008 State of the State Address, he proposed legislation to make a third year of math and a third year of science mandatory for high school graduation.
Doyle also proposed to continue to make college affordable. He proposed to continue to advance the Wisconsin Covenant, so that for students who are willing to “work hard, play by the rules, and make the grade, there will be an opportunity in higher education for them.”
State Superintendent of Public Instruction, Elizabeth Burmaster, has articulated her goals for education in the “Wisconsin Promise.” She says that “our New Wisconsin Promise is committed to ensuring that every child graduates with the knowledge and skills necessary for success in the 21st century global society by: … advancing career, technical, and arts education to engage students in becoming active citizens by understanding their role in the family, society, and the world of work.”
Both the WTCS and DPI use the Wisconsin Department of Workforce Development's labor market trends and data information organized around the Workforce Development Board areas as a part of the state's GROW Wisconsin initiative. These websites include demographic information from the latest update of census data as well as regional trends in emerging, high-tech, high-wage or high-demand occupations. Eligible recipients will be directed to these sites as the source for labor market trend data to be used in identifying local pathways for program development or expansion through the Perkins funding applications.
The composition of the state’s population determines the size of the labor force and number of workers in different age groups. With the Baby Boom cohort beginning to leave the state’s workforce in ever increasing numbers and relatively low net migration rates compared to other regions of the country, Wisconsin has begun to experience shortages in skilled labor. Based on the composition of the state’s population, state demographers estimate that by 2016 more individuals in Wisconsin will be turning 65 than 18. There will be continued shortages of young people entering the labor force and a decline in the number who are of prime working age (25 to 54 years old). As a result, state labor economists estimate that the current labor shortages may grow to a deficit of about 40,000 workers annually by 2014.
With some of the highest labor force participation rates in the United States, Wisconsin has no large pool of untapped workers left to draw into the workforce. Continued productivity growth is essential if the state is to successfully grow its economy in the face of such shortages. These productivity gains can only occur it the state is able to raise the skill levels of all workers through strong CTE programs available both to in-school youth and adults over the course of their working lives.
High School Redesign
Wisconsin provides for extensive local control of K-12 education. As such, DPI provides leadership by convening stakeholders, studying issues in depth, and issuing model recommendations through task forces and working groups. For those districts that wish to implement the recommended reforms, DPI provides guidance, technical assistance and professional development to assist with local change efforts.
In October 2006, the Superintendent’s High School Task Force released its findings in a report to the superintendent. Some of the reforms recommended include:
- Give students the opportunity to engage in rigorous, authentic learning experiences that are relevant to their learning needs and future ambitions.
- All students need to pursue a rigorous course of study to prepare them for higher education, the workplace and citizenship. However, not all students learn in the same manner. Rigor comes in many forms, and students deserve options for learning that align with their learning style and needs.
Recommended strategies included:
- Ensuring that all students have access to a variety of options for learning, including the arts, co-curricular activities, work-based learning, service-learning, and accelerated offerings, to fully engage all types of learners.
- Promoting instructional practice that includes problem-solving and creativity, and prepares students to solve real-world problems and participate as citizens in a diverse and multi-cultural world.
- Providing professional development for educators in the use of multiple assessments, including assessment tools that incorporate hands-on demonstration of knowledge and skills.
- Promoting credit-based work experiences, school-business partnerships, and school-to-work opportunities to link grades 9-12 with post-high school education and employer workforce needs.
The report also recommended creating smaller, personalized learning environments and requiring learning and lifelong education plans for individual students.
Partnership for 21st Century Skills/America Diploma Project: Wisconsin is a national leader in the Partnership for 21st Century Skills and the America Diploma Project. The Partnership is the leading advocacy organization focused on infusing 21st century skills into education, while America Diploma Project is a national effort dedicated to making sure every high school graduate is prepared for family-supporting jobs or postsecondary studies. A leadership team of stakeholders from PK-12 and higher education oversees Wisconsin’s participation in these initiatives. In June, 2007, a Wisconsin team shared information about the state's high school task force recommendations, Summit on 21st Century Skills, personal financial literacy standards, and global literacy initiative as part of a national conversation on 21st Century Skills. Financial and global literacy are among four 21st century content areas contained in the partnership's "Framework for 21st Century Learning." As part of the America Diploma Project, the state is reviewing the model academic standards for language arts and mathematics.
Role of Career Clusters
WTCS and DPI have adopted the 16 Career Clusters and 81 Pathways developed through the national Career Clusters Initiative as the model local eligible recipients will use to establish the secondary/postsecondary programs of study required by the 2006 Perkins Act. These pathways have been cross-walked with the postsecondary CTE programs approved by the WTCS State Board to establish the continuum of transition critical to the success of the programs of study.
The WTCS Board and DPI are working together to encourage, support and require the adoption of the national Career Cluster/Pathways model for aligning secondary and postsecondary programs funded through the 2006 Perkins Act in Wisconsin’s secondary schools.
Academic & CTE Integration
The DPI recently completed work on the Agriculture-Science Credit Equivalency Option. This initiative provides local districts with a method for reviewing the rigor of science content in certain agriculture classes and allows them to request DPI approval to use certain agriculture courses to meet science requirements beginning with the 2008-09 school year. State Superintendent Burmaster announced this effort in February 2008 and indicated this is just the first in a series of such comparative course content reviews. The next review planned will be for technology education courses.
At the postsecondary level, academic subject matter is integrated into a specific postsecondary CTE programs to the extent required by the target occupation areas. The specific academic content and level included in any WTCS postsecondary program is determined by the competencies identified by employers and employees through a DACUM process. WTCS technical diploma programs generally provide advanced academic skills as needed for employment in the target occupation or occupational area. WTCS applied associate degree programs include general education coursework expected of all associate degree students as well as specific academic coursework that pertains to the competencies needed to complete a program in a specific occupational area and obtain employment. A list of the 64 State Board approved statewide associate degree general education courses is available from the WTCS Educational Services Manual.
Secondary/Postsecondary Linkages
Programs of Study Implementation: WTCS and DPI established the following areas as program development priorities as a condition of receiving 2007-08 Perkins funding: (a) Science, Technology, Engineering, and Mathematics, (b) Health Science, (c) Manufacturing, (d) Marketing, Sales and Service, (e) Architecture and Construction, (f) Human Services, (g) Agriculture, Food and Natural Resources and (h) Business, Management and Administration.
The sample planning templates developed as part of this initiative were disseminated to secondary and postsecondary educators to provide them with a uniform framework for identifying secondary and postsecondary educational elements for each program of study that they implement through the 2006 Perkins Act.
Tech Prep: State statutes require each school board in Wisconsin to establish, in cooperation with a technical college district board, a technical preparation (Tech Prep) program in each public high school located in the school district. Wisconsin has sixteen Tech Prep consortia covered by section 203(e) of the Perkins Act. Each of the Tech Prep consortia is led by a technical college district. The WTCS Board is developing a state level of performance for each indicator and a report card for each Tech Prep consortia using the same methodology as the state-level Tech Prep indicator performance calculation.
State statutes further require that these Tech Prep programs consist of a sequence of courses, approved by the WTCS Board, designed to allow high school pupils to gain advanced standing in the technical college’s associate degree program upon graduation from high school. In practice, these sequences include academic as well as CTE coursework.
Finally, the activities of each of the Tech Prep consortia are overseen and administered by a Tech Prep council consisting of 12 members appointed by the local technical college president. The council members may include representatives of local business, industry, labor, secondary and postsecondary institutions of higher education that award a baccalaureate degree, and local cooperative educational service agencies and Workforce Investment Boards.
The WTCS Board provides each consortium with $70,000 in base funding and awards the remainder of the Title II Tech Prep funds as grants to each of the state’s sixteen local consortia by formula based on the number of high schools and high school students within the technical college district, on a non-competitive basis.
College CTE Credit for High School Students: Wisconsin high school students may enroll in technical college courses through a variety of options. These include contracted technical college courses taught at the high school, online or at the technical college. High school students may also participate in the state’s Youth Options program or in the state’s Youth Apprenticeship program. In all three cases, participating high school students enroll in regular technical college courses and earn both high school and transcripted technical college credit. Growth in participation in these options is out-stripping the growth in participation in high school courses that are articulated with technical college courses but offer only advanced standing if the student subsequently enrolls in the articulated program at the participating technical college.
Career Guidance & Advisement
DPI has already initiated a comprehensive school counseling program redesign and is in the process of disseminating this program redesign statewide to K-12 counseling staff. A significant portion of the re-design has included the integration of the national Career Clusters Initiative concepts as central to the career awareness, exploration, decision-making and planning/management phases of a student’s K-12 experience. Specifically, this includes the development of an individual learning plan for each student’s chosen pathway.
WisCareers, a web-based counseling tool developed by the Center for Education and Work in the School of Education at the University of Wisconsin-Madison with input from educational professionals and staff at the DPI, WTCS, UW System, the Wisconsin Department of Workforce Development and other state agencies is available to all school districts. WisCareers has aligned its career awareness and exploration to the Career Clusters and Pathways and integrates the student content standards for counseling within the program.
Technical Skills Assessments
Wisconsin currently has technical skill assessment in each of its more than 300 postsecondary CTE programs. The WTCS Board has developed a system-wide process to assess postsecondary program outcomes for individual CTE students. This process has identified three levels of assessment: Indirect/Local Assessment Standards; External Assessment Standards; and WTCS Summative Assessments.
Indirect/Local Assessment Standards: These standards are based on the percentage of students completing 80 percent of the technical courses in their CTE program. Until other measures are available, most programs will continue to use indirect/local assessment standards.
External Assessment Standards: The WTCS has a limited number of postsecondary CTE programs for which postsecondary students take licensure examinations. These include licensure for graduates of the following State Board approved postsecondary CTE education programs:
- Associate Degree Nursing
- Practical Nursing
- Occupational Therapy Assistant
- Chiropractic Technician
- Barber/Cosmetologist
- Esthetician (one-year)
- Funeral Service
The WTCS has begun working with the Wisconsin Department of Regulation and Licensing to obtain information on pass rates for the graduates of these programs. In addition, the WTCS certifies graduates of Fire Service programs in the state and will used that data as an indicator to demonstrate graduate attainment of technical skills under the external assessment standards category.
WTCS Summative Assessments: These assessments are WTCS approved measures of learning outcomes that objectively measures student attainment of industry-recognized technical skills upon graduation. Summative assessment of learning outcomes may be accomplished using a series of end-of-course assessments or a single end-of-program assessment. Exit learning outcomes are derived from and linked to valid industry and/or academic standards. Summative assessments:
- Measure application and critical thinking; not recitation of memorized information.
- Are based on one or more consistent rubrics (scoring guides) with clearly stated criteria and rating scale or assessment is based on criterion-referenced question/answer test that requires students to generate responses or make decisions at the application and critical thinking levels.
- Are administered and scored using consistent criteria and standards for acceptable performance.
The State Board has set aside Perkins Reserve Funds to fund multi-college efforts to develop valid and reliable technical skill attainment measures based on these WTCS assessment standards to be reported in subsequent years. By focusing the Reserve Fund grants on multi-college efforts to develop measures for a postsecondary program or related programs offered by more than one college, the State Board is seeking to encourage both coordination of effort among the colleges and the greatest possible coverage of student learning by these efforts. In addition to these multi-college projects, the State Board is also providing leadership and technical assistance to individual colleges to develop these kinds of technical skill attainment measures for approved postsecondary programs that are unique to an individual college.
The WTCS will continue this statewide initiative over the five years covered by this state plan, developing state-approved program outcome assessments following the state-developed model, adding approximately 12 to 14 CTE programs each year. At this rate, the State Board estimates that about one-half of the WTCS postsecondary CTE programs will have state-approved technical skill attainment measures by 2013.
Business & Industry Involvement
At the state level, the WTCS Board is comprised of 13 members, including representatives from business and industry, labor, higher education, workforce development, public instruction and students. This ensures that the governance of the system is responsive to the concerns of employers, workers and students. As issues arise, the WTCS Board also initiates or participates in a variety of special committees and task forces formed to address particular workforce needs, such a health care, manufacturing and information technology.
WTCS Board policy requires each technical college district to identify an advisory committee composed of representation from those directly related to the target jobs of the program for each of its approved postsecondary program offerings. Advisory committee members and other employers and their employees actively participate in identifying the need for new postsecondary programs, identify workplace skills, knowledge, and competencies needed by graduates of those programs, provide clinical or work-based learning opportunities for program students, and meet at least once a year to review the performance of individual technical college CTE programs and suggest program modifications if appropriate.
The DPI also works to gather input on its programs and priorities from the Wisconsin business community. In March 2007, as part of the state’s PK-16 Leadership Council, DPI convened over 200 leaders of business, economic development, and chambers of commerce in Madison for a Business Summit on 21st Century Skills. Participants were asked what knowledge and skills a current eighth-grader should develop to be prepared to enter the world of work in five to ten years.
Part 4: Results
Each year, the WTCS serves approximately 400,000 individuals, or one in ten adults in the state. These include about 155,000 students enrolled in postsecondary CTE programs and courses and 210,000 incumbent workers and labor market re-entrants seeking to develop new occupational skills and competencies.
Results from surveys of postsecondary CTE program graduates point to the success of Wisconsin’s CTE programs in producing a skilled workforce for the state. Graduate surveys completed six months after graduation consistently indicate that 85 percent of WTCS graduates remain in the state, more than 92 percent are employed, 76 percent are employed in jobs related to their training, 97 percent indicated they have the skills needed to succeed in the workplace, and nearly all indicate that they and their employers are satisfied with the education and training they received at technical college.
More importantly, the WTCS longitudinal follow-up studies, conducted five years after graduation, also consistently indicate that completion of postsecondary CTE programs typically puts graduates on the path to greater labor market success. In the most recently completed survey (December 2007), WTCS graduates reported lower unemployment rates (2 percent) than all Wisconsin workers (5.1 percent) and earnings growth that was more than 2.5 times the rate of inflation over the past five years. On average, these graduates experienced median salary growth of 48 percent over the five-year period (an average of 8.2 percent annually) from $27,000 to nearly $40,000 or $8,700 more than if they had just kept up with inflation.
Surveys of contract training recipients also indicate the importance of WTCS CTE training for the state’s employers and workers. A recent survey of participants in the state’s new Workforce Advancement Training Grant program, for example, found the contract training increased employee skills for 100 percent of respondents and work environments were improved at 89 percent of these companies. The survey also showed that 97 percent of employers were satisfied with the training and would return to the technical colleges for future training needs. The grants, which enable the technical colleges to offer targeted job training to the current workforce, have served nearly 12,000 individuals at more than 100 companies in less than two years. This training may occur either on site or on campus and 95 percent of the training is in the manufacturing sector.
Data at the secondary level also supports the importance of CTE programming.
- 93,000 students at the eleventh- and twelfth-grade level participate in CTE secondary courses each year out of 144,000 eligible students.
- Of the twelfth-grade concentrators, 93 percent graduated compared to 78 percent of the non-CTE participants.
- Of the CTE concentrators who graduated, 97 percent are engaged in a positive outcome nearly 9 months after graduation (23 percent employed, 73 percent further education, 1 percent homemakers).
This state profile was developed by the Association of Career and Technical Education with the assistance of the Meeder Consulting Group, LLC. If you need further information or more specific details, please contact ACTE. Customized reports can be developed on specific topics or entities.
Last Updated 5/27/08
