Career Technical Education

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

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.

• Michigan Department of Education Office of Career and Technical Education
• CTE Administrator Manual
• CTE Teacher Resources
• CTE Paraprofessional Requirements
• Special Populations
• CTE Funding and Monitoring