Data and Program Improvement

Data and program improvement is one of 12 elements of high-quality CTE, defined in ACTE’s comprehensive, research-based Quality CTE Program of Study Framework. This element addresses collection, reporting and use of data for continuous evaluation and program improvement, as well as appropriate access to relevant data. The following reports, articles, guides and toolkits can help you develop and implement high-quality data usage and program improvement.

Incorporating Data, Research and Evaluation

Wake Up CTE Instruction with Action-based Research
Holik, ACTE Techniques Magazine, April 2017

Action-based research can be undertaken by a teacher who has a desire to positively transform his or her own teaching practices through self-evaluation.

Increasing Access, Equity and Diversity: NAPE’s Program Improvement Process for Equity
Williams, ACTE Techniques Magazine, November/December 2016

The National Alliance for Partnerships in Equity Education Foundation’s Program Improvement Process for Equity is a research-based institutional change model and professional development program designed to increase the participation and success of underrepresented students in nontraditional CTE programs, including girls and women in STEM.

Do Your Evaluations Make You a Better CTE Teacher?
Jacques, ACTE Techniques Magazine, May 2014

A researcher shares criteria for improving teacher evaluation, including meaningful performance measures, fair and accurate evaluations, and evidence-based performance feedback.

Purposeful Planning: Using Data to Drive Programs of Study
Justice and Norwood, ACTE Techniques Magazine, September 2016

In Tennessee, districts start and discontinue programs based in part on regional labor and postsecondary data, in order to provide a seamless pathway for students within their community. This article details the process for districts to conduct a robust data review to determine the appropriate programs of study to offer.

Human Performance Technology for CTE: An Alternative Approach to Course Redesign
Lion and Lindbeck, ACTE Techniques Magazine, September 2013

The authors describe course redesign using a human performance technology approach, including performance analysis with stakeholders

Integrating Needs Assessment into Career and Technical Curriculum Development
Grier, Journal of Industrial Teacher Education, 2005

Needs assessment can be integrated into CTE curriculum development using the Tyler Rationale, a technique of curriculum development based on asking fundamental questions.

Program of Study Local Implementation and Self-Assessment Tools
Office of Career, Technical and Adult Education (OCTAE)

To support state administrators and local program providers in assessing the status of CTE programs of study, in 2010 OCTAE commissioned the development of a self-assessment tool. The tool identifies the criteria for evaluating whether a CTE provider has sufficient capacity to implement a comprehensive program of study.

CTE Program Approval Policy Benchmark Tool
Advance CTE, September 2017

This tool lays out the non-negotiable elements of an effective policy for approving and evaluating programs of study, encompassing both secondary and postsecondary CTE, and offers an assessment rubric that leaders can use to identify gaps in their current state policy and prioritize areas for improvement. While state-focused, local administrators may find these tools useful when considering their own program approval and evaluation processes.

A Framework for Evaluating Implementation of Community College Workforce Education Partnerships and Programs
SRI Education, August 2015

The Workforce Education Implementation Evaluation is a framework for evaluating hard-to-measure aspects of the design, development and delivery of workforce education partnerships and programs.