Data and program improvement is one of 12 elements of high-quality CTE, defined in the comprehensive, research-based ACTE Quality CTE Program of Study FrameworkTM. 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

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.

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.

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

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.

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

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

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.

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.

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.