Career Technical Education

Career Technical Education (CTE) is a program of study that involves the integration of academic knowledge with technical and occupational knowledge. CTE provides students with a pathway to the postsecondary education and careers required in our global economy. All approved CTE programs in Michigan must align their local curriculum to postsecondary and industry standards. Students meeting the program standards have the opportunity to earn college credit and/or certifications. If you would like more information about CTE consultation and services, please contact us.

Information and Resources

A description of the state approved CTE programs and where they are offered in Region 29 can be found in the Region 29 CTE Programs Booklet.

Region 29 Comprehensive Local Needs Assessment

One of the most significant changes in Perkins V (the Strengthening Career and Technical Education for the 21st Century Act) is the new requirement for local eligible recipients to conduct a Comprehensive Local Needs Assessment (CLNA) and update it at least every two years. The new CLNA is designed as the foundation of Perkins V implementation at the Region level—it drives the local application development and future spending decisions. This process is an opportunity to take an in-depth look at the Regions entire local CTE system and identify areas where targeted improvements can lead to increased opportunities for student success. The CLNA, if implemented thoughtfully, can also be a powerful opportunity to engage stakeholders in a common understanding and vision for the future of CTE in [our] community.

Region 29 Comprehensive Local Needs Assessment

Accountability and Core Performance Indicators

Core Performance Indicators (CPI)

The Carl D. Perkins Career and Technical Education Act requires that states establish a performance accountability system designed to assess the effectiveness of the state in achieving state-wide progress in career and technical education. The state developed performance measures must consist of core indicators, additional indicators that the state determines, and the state-adjusted levels of performance for the core indicators. States are required to continually make progress toward improving the performance of career and technical education students. The current Core Performance Indicators are listed below with their definition.

For Perkins reporting, standardized courses are termed “Perkins Course Competencies (PCC)” and defined as “a specified group of competencies aligned with the state CTE program standards that take approximately 80 hours of instruction to deliver.”

A participant is a student who has successfully completed one PCC with a 2.0 or better.

A concentrator is a student who has successfully completed two PCCs with a 2.0 or better.

A completer is a student who has completed all state program competencies with a 2.0 or better.

1S1 4-Year Graduation Rate

CTE concentrators who were part of the 4-year cohort
CTE concentrators who graduated during the reporting year
The same as Every Student Succeeds Act (ESSA) four-year cohort graduation rate measure

1S2 Academic Proficiency in Reading/Language Arts

CTE concentrators who have taken the Every Student Succeeds Act (ESSA) assessments and left school during reporting year
Achieved proficiency in ESSA academic assessment

2S2 Academic Proficiency in Mathematics

CTE concentrators who have taken the Every Student Succeeds Act (ESSA) assessments and left school during reporting year
Achieved proficiency in ESSA academic assessment

2S3 Academic Proficiency in Science

CTE concentrators who have taken the Every Student Succeeds Act (ESSA) assessments and left school during reporting year
Achieved proficiency in ESSA academic assessment

3S1 Post-Program Placement

CTE concentrators who responded to the follow-up survey and left school during the reporting year.
In a placement 2nd quarter after existing high school
- Postsecondary Education/Advanced Training
- Employment
- Military Service
- National and Community Service Programs
- Peace Corps Volunteers

4S1 Nontraditional Program Concentration

CTE concentrators in a CTE program that leads to a nontraditional field
Underrepresented gender groups in nontraditional CTE Programs

5S1 Program Quality - Attained Recognized Postsecondary Credential

CTE concentrators who graduated from high school during the reporting year
Having attained a recognized postsecondary credential

Region 29 CPI Data and Improvement Plans

2021-22 Core Performance Indicator Data
2020-21 Core Performance Indicator Data
2019-20 Core Performance Indicator Data

CTE Credentials

Michigan is required to implement postsecondary recognized credentials for each CTE state-approved program. The initial pre-approved credentials were announced in the Fall of 2020. Secondary and postsecondary instructors and employers work together to identify credentials. Credential recommendations are vetted through the Michigan Department of Education (MDE) Office of Career and Technical Education (OCTE) quality checklist. Each credential is aligned to the specific CTE standards within a high-quality CTE program of study. 

Approved CTE Credentials information can be found under the MDE OCTE website’s CTE Instructional Resources for All Programs section.