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.
Perkins Accountability and CTE Data Resources
Student Definitions and Measurement Approaches for the Core Indicators of Performance Under the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV)
Office of Career, Technical and Adult Education
This official memorandum offers guidance on student definitions and measurement approaches for the core indicators of performance under Perkins IV.
Perkins Accountability Requirements Module
Perkins Collaborative Resource Network
This short module offers an overview of Perkins IV accountability requirements, annual reporting cycles and timelines.
Guide for Conducting Perkins Placement Follow-up Surveys
MPR Associates and Academy for Educational Development, September 2006
Follow-up surveys are an important tool for collecting placement information. This guide describes how to develop, construct and administer a follow-up survey, with strategies for overcoming measurement challenges and a survey template.
Perkins Data Explorer
Office of Career, Technical and Adult Education
The Perkins Data Explorer lets you create custom reports using state data from Consolidated Annual Reports for CTE participant enrollment, CTE concentrator enrollment and CTE concentrator performance data, disaggregated by a number of variables. It also lists Final Agreed Upon Performance Levels (FAUPLs) by state.
National Center for Education Statistics
The National Center for Education Statistics has an online hub for secondary and postsecondary CTE data.
Certification Data Exchange Project: Connecting Industry-recognized Certification Data to Education and Workforce Outcomes: Measuring the Value Added to Skills, Employment and Wages
ACTE, October 2017
This report discusses findings and lessons learned from ACTE’s Certification Data Exchange Project, which developed and tested data sharing between state education and workforce data systems and industry certifiers. It describes a five-step process for data sharing and offers recommendations for future data-sharing and data-matching efforts.
The Use of Workforce Assessment as a Component of Career and Technical Education Program Evaluation ($)
Bartlett, Schleif and Bowen, Career and Technical Education Research, 2011
This research project examined the extent to which CTE programs use workforce needs assessment as a component of their evaluation activities.
Measuring Student Success in Postsecondary Competency-Based Education Programs: Toward a Student Outcomes Metrics Framework
Parsons and Rivers, American Institutes of Research and the Institute for Competency-Based Education at Texas A&M University, August 2017
The Competency-based Education Student Outcomes Metrics Framework defines a set of measures that support descriptive and evaluative research on competency-based programs.
Addressing Student Privacy Issues Module
Dale King, Data Quality Institute 2015
Accountability requirements within Perkins IV place expectations on states to report longitudinal information related to student placement into advanced education and training and employment. This interactive session provides an overview of FERPA regulations as they relate to CTE.
Messaging Matters: Designing Communications Tools to Support CTE Data Use
Graham and Klein, ACTE Techniques Magazine, February 2018
Promoting CTE programs requires sharing CTE data effectively in concise, easy-to-understand formats tailored to users’ needs. Examples are provide from the Nevada Department of Education.
Putting Labor Market Information in the Right Hands: A Guide
Advance CTE, November 2017
This guide examines labor market information (LMI) dissemination challenges and provides prompts to help state and local leaders develop LMI dissemination strategies for three key audiences: industry partners, local education leaders and learners. It also provides real-world examples of how states are effectively communicating and disseminating LMI to these audiences.
Data Dissemination Strategies for Career and Technical Education in Nebraska: Technical Assistance to States Project
RTI International, June 2016
The Office of Career, Technical and Adult Education sponsors individualized technical assistance to support states in improving the quality of their Perkins IV accountability systems. Nebraska state staff requested help in strengthening Nebraska’s current approach to disseminating CTE data and developing new, more effective strategies for disaggregating and analyzing data to augment state tools.
Books and Professional Development Models
National Research Center for CTE Professional Development Model: CTEDDI (Career and Technical Educators using Data-Driven Improvement)
National Research Center for CTE
CTEDDI is an evidence-based program designed to prepare CTE administrators and teachers to use assessment data to continuously improve programs and target individual and group needs in the CTE classroom. Training is interactive, with mentoring and an online community of practice. CTEDDI technical assistance is available at the secondary and postsecondary level for states, districts and/or schools, and can be customized to meet specific needs.
Putting Your Data to Work: Improving Instruction in CTE ($)
Foster, Hodes and Pritz, NOCTI, 2014
This book explores multiple aspects of data-driven improvement in instruction, and specifically targets the importance of gradient disaggregated objective technical skill data and its systematic use to continually improve instruction. The concepts and specific ‘how-to’ examples in this book are valuable for secondary, postsecondary and adult educators.