Section 7 - Accountability, Reporting, and CTE Data

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Perkins V provides a list of secondary and postsecondary core performance indicators. As part of the state plan development process, states were directed to establish how these indicators would be measured and how the populations measured (CTE participants and concentrators) would be defined. Below are the operational secondary and postsecondary definitions for CTE students and the core indicators that will be used to report data for accountability purposes. 

CTE Accountability and Reporting Data–Secondary

In Minnesota, there are over 340 secondary districts of various types, including charter schools, Intermediates, and Education Districts, among other official entities serving 9th-12th grade students who implement state-approved CTE programs. State-approved CTE programs are those which:

  • Provide evidence of student leadership, career development, experiential learning, and safety (Minn.R. 3505.2550)
  • Teacher of record holds an appropriate CTE license (Minn.R. 3505.1100)
  • Courses are selected from an existing list of programs and courses (Table C). Syllabi content within each course aligns with career field frameworks. A sequence of courses is offered within a program. (Minn.R. 3505.1000)
  • Establishment of a local Program Advisory Committee (3505.1000, 3505.2500, 3505.1400)
  • A signed statement of assurances is provided by current district Superintendent or licensed CTE Director, and Special Education Director, as appropriate (Minn.R. 3505.2550)

Although all 9th-12th grade CTE programs are welcome to submit a Program Approval form for review, only those districts and entities which are part of a Perkins consortium are, once approved, eligible to receive federal funding through their respective Perkins consortium, and/or are eligible to access CTE levy resources (Minn.Stat. §124D.4531). The one exception to this are the Work-based Learning ACTE-SPEC programs which do not need to be part of a Perkins consortium in order to, once approved, access ACTE-SPEC funding resources.

Each Perkins member district or entity must annually submit student enrollment data for each state-approved CTE program offered during the most recent school year within their district to MDE (Minn. Stat. §124D.452; Minn. R. 3505.1800). These student enrollment records, otherwise known as Perkins (P-file) data, are uploaded to MDE via a secure web-based software application system. The Authorized User(s) responsible for reporting the Perkins (P-file) data to MDE are annually given access to “Carl Perkins” by their district’s Superintendent, or IoWA proxy, through the EDIAM system. The secure, Carl Perkins web-based software application system is open for data submission from end of May to mid-September; official announcement and training materials are communicated out to district Authorized Users upon the system’s opening. Student enrollment data are summed across 9th-12th grade students’ high school experience in order to determine level of engagement and CTE status. Any student at or above the status of CTE Participant (successfully completion of 1 or more state-approved CTE courses) is then included in the federal funding formula for state and local allocations, as well as being included in federal accountability reporting.

Secondary Data Collection Overview: Submitting a P-File (Perkins data) 

It is critical that a high degree of accuracy and integrity is maintained within the Perkins P-File data. Authorized Users are asked to align their district’s P-File data with the programs and courses listed in the program approval database posted to MDE’s program approval webpage. 

After the P-File has been accepted into the web-application system, it is important to review the Carl Perkins P-File Submission Status Report. This report is available through the Carl Perkins web application system (where the data are uploaded), or on MDE’s Carl Perkins Secure Reports webpage. This report offers a current-year summary of the data uploaded to MDE as well as a prior year comparison. District-Authorized Users are able to verify the accuracy of their P-File data by working through the information provided in the P-File Summary Report in alignment with the programs and courses listed within the Program Approval Database. 

MDE Results Measurement staff provide technical assistance and support for data collection and interpretation, federal and local reporting needs, as well as continuous improvement. Staff at MDE collaborate with district administrators and authorized users as well as Student Information System vendors on an ongoing basis in order to provide training resources and critical updates.

Technical assistance is delivered through a variety of formats such as webinars, pre-recorded training videos, consortium-specific group trainings by request, conference presentations, and individual/personal communication. Contact MDE staff for scheduled webinar dates as well as any specific training or any data needs you may have.

Secondary Data Collection Overview: Data Verification Process 

There are a number of ways in which the secondary data are systematically verified. 

Once a district submits their P-File data through the secure web- based software application, the software application performs an automated verification of each of the data elements within the P-File. For a list of all the data elements included in the P-File, please see the Carl Perkins Record Layout document listed within MDE’s data reporting website. 

The primary function of this automated process is to verify that: 

  1. Each student identification (SSID) number listed within the P-File also exists within the Minnesota Automated Reporting Student System (MARSS) database. 
  2. Each school building listed in the P-File matches the district number it is reported under according to the information in Minnesota Department of Education-Organization Reference Glossary (MDE-ORG).
  3. The program and course code combinations listed within the P-File align with the program and course code combinations listed in Table C (the Table C document lists all possible program and course code combinations, as well as teacher licensure information) found on the MDE Program Approval web page. 

A district’s P-File will not be accepted by the web-based application until it is deemed “error free” according to the standards set forth in the automated verification process. The data are stored in the Carl Perkins database which is maintained by MN.IT at MDE. 

After the P-File has been accepted by the web-based application, the district-authorized users are asked to review the P-file Summary Report on MDE's secure reports website. Again, this summary report of the P-File data elements assists districts in identifying any reporting errors and verifying the accuracy of their data in alignment with the programs and courses listed within the Program Approval Database.

It is ultimately up to the district authorized user to coordinate with their district’s CTE teachers in order to verify that all approved programs and associated courses that were implemented within a given school year have been included in the P-File submission. Consortium leaders have access to the P-File Summary Report and are encouraged to assist in monitoring the accuracy of the data being uploaded to MDE for each of the districts within their consortium as well.

Keep in mind that districts are able to submit updated P-Files as needed until the web-based system closes. The web-based application only retains a copy of the most recently submitted P-File. MDE Results Measurement staff assist in monitoring and verifying the accuracy of the P-File data submissions in alignment with the programs and courses listed in the Program Approval database, and contact district authorized users for any updated or edits, as needed.

Secondary Data Sources

It is important that the Perkins data have a high degree of accuracy and integrity because elements from the Perkins database are linked with four additional data sources and are summed across multiple years of data. 

All current year P-File data are verified against the SSID information in MARSS, specifically: student identification number, date of birth, and name. 

After all student level data have been verified, flags for participants and concentrators are created by summing the number of successful CTE course hours within one career field across a student’s entire high school experience until age 21 and prior to graduation. 

Finally, data from the Perkins database are linked with the following sources: 

  1. MARSS: This system contains student demographic information and high school completion codes. 
  2. Migrant Flag: This system is used to identify students who are documented migrant students. This information is used to link demographic data to assessment data and to report data to the U.S. Department of Education through the state’s CAR. It is not part of MARSS. It is stored in its own database. 
  3. MCA/MTAS: These achievement test results are necessary for reporting academic achievement (2S1 and 2S2). 
  4. SLEDS (Statewide Longitudinal Education Data System): This system contains information from both the Minnesota State system as well as from the National Clearinghouse (see Postsecondary Data sources for a description of the National Clearinghouse). This information allows MDE to fulfill the federal reporting requirements for 3S1 Post-Program Placement. 
  5. Foster Care: A data sharing agreement allows MDE to fulfill the federal reporting requirements and provide student counts for this subgroup.

Secondary Accountability: Reporting and Accessing Data

All reports are created at the state, consortium, district, and individual school level. In order to access the Carl Perkins report on MDE’s secure reports webpage, superintendents are required to annually give permission to their staff through the Education Identity & Access Management (EDIAM) system. Consortium leaders who do not already have access should email the secondary Results Measurement data specialist to be given access. A number of data reports are currently available with more being added all the time. Secondary data reports fall into two broad categories:
  1. Accountability
    • Enrollment: These reports display the number of CTE participants and concentrators, by career cluster. These reports are organized according to the federal reporting structure.
    • Performance Indicators: These reports align with the operational definitions listed at the beginning of this section (1S1, 2S1, 2S2, 3S1, 4S1, 5S3) and are organized according to the federal reporting structure. These are the reports to use when determining whether local levels of performance have been met and where gaps in performance for individual student groups might exist.
  2. Continuous Improvement 
    There are a series of data reports within this category which were developed for all audiences vested in assisting CTE students toward realizing their potential, as well as implementing strategies to the benefit of CTE programs and align with CLNA needs.

Secondary Perkins Accountability and CTE Data - Useful Links

CTE Accountability and Reporting Data – Postsecondary 

All twenty-five postsecondary institutions in Minnesota that receive funding under Perkins V are two-year colleges that are part of the Minnesota State Colleges and Universities system. Postsecondary colleges do not make separate Perkins data submissions to the state. Instead, Perkins performance and enrollment data are processed using existing statewide record  systems as the primary data source and supplemented with additional statewide record systems/data as needed. 

Postsecondary Data Structure – Entry Cohorts

Minnesota uses an entry cohort model to structure the Perkins V postsecondary accountability reporting. Students who enter an institution in a given fiscal year are tracked for three years. Their status and ultimate performance are measured at the end of the three-year cohort period. 

For example, the FY 2020-2022 cohort (which would be reported on primarily in the January 2022 CAR) includes students entering in summer, fall or spring terms of FY 2020 who are tracked through the end of FY 2022.

The graphic below is an example of how student cohorts would be tracked over a 3-year reporting period.

 

Postsecondary Accountability and Reporting Data 

The Perkins V data tables are currently available to directly query by institution and system staff who have submitted Operational Data Security Request forms requesting access to those tables and have SQL, Microsoft Access or other local querying capabilities. In addition, a collection of paginated and Power BI reports are available to consortia leaders who have been granted security rights to access the data.

 

Postsecondary Data Sources 

Using the Integrated Statewide Record System (ISRS) and other statewide record systems as the sources of data for reporting, an automated system was created to extract the data and calculate the postsecondary accountability indicators. This process concludes with the creation of two standard, censused reporting tables that are used by both the system office and institutions to produce Perkins V accountability and enrollment reporting. In turn, this means all colleges, consortia and system office staff are using the same standards and definitions for reporting related to accountability.  The sources of data used to produce the Perkins V reporting tables are listed below:

  • Integrated Statewide Record System (ISRS)
    ISRS is Minnesota State’s student record system. It includes data on student enrollment, majors, degrees and awards, courses, financial aid, the results of graduate follow-up surveys, etc., for all system institutions. ISRS data serves as the primary data source for identifying Perkins students within a cohort, special population classification, and most of the specific data points necessary to assess performance. Since ISRS contains the student’s official record and transcript information, significant system resources and effort are undertaken to ensure accuracy of this data.

  • National Student Clearinghouse (NSC)
    Since 1999, records from NSC have been loaded into the system’s data warehouse each semester for all students enrolled in the system. This is an existing data transfer process that results in a data file used for a variety of system and institutional reporting, including identifying students who have completed a Perkins program and are continuing their education at colleges or universities within and outside the Minnesota State system. The NSC data provides information on transfer to institutions outside the system and supplements the information available on transfer to institutions within the Minnesota State system that is available using ISRS. 

  • Department of Employment and Economic Development - UI Wage Data 
    Through a data-sharing agreement with the Minnesota Department of Employment and Economic Development (DEED), system research staff are able to obtain summary Unemployment Insurance wage detail data. The DEED wage detail data contain quarterly wage and employment information of all individuals working in covered employment in Minnesota. This information is used as the primary source for reporting on student employment following program completion, supplemented by graduate follow-up survey data from ISRS, as needed. 

Accessing Postsecondary Perkins Accountability and Reporting Data 

Perkins V summary data reports, at the state, consortium and institution level, are available through Power BI and are accessed through the System’s Office365 site using the Perkins V Reporting app. Only system office CTE and research staff, consortia coordinators and other limited institution staff are granted rights to access the data reports. All users must be approved to access the data reports by the System CTE Director.

To access the Perkins V Reporting app, users must log in to the System’s Office365 site with their StarID and StarID password, then navigate to the Power BI app/home page using the app launcher in the upper left corner of the screen.

The reports included in the Perkins V Reporting app include data on participant and concentrator enrollment, performance on core indicators, and disparities (or gaps) in performance on core indicators compared to the established performance levels or compared to the performance of the total population. Some of the reports also provide trend information and/or data disaggregated by demographic, special population, or career cluster/program.

 

Student Data Privacy 

Consortia, district and college staff may be given access to data and data tools that allow viewing of student-identifiable data. Staff are legally obligated to ensure the confidentiality and privacy of this data. Data privacy rules fall under the umbrella of both the Family Educational Rights and Privacy Act (FERPA) and the Minnesota Government Data Practices Act and must be followed accordingly. 

In short, these acts exist to ensure that personal and private student data are not disseminated publicly. It is the responsibility of consortia staff to be familiar with these acts and to share private (disaggregated) data in an appropriate manner with authorized personnel only. 

Student-identifiable data includes any data or information that, alone or in combination, would generally allow a person to identify a student with reasonable certainty and may include, but is not limited to: 

  • Student demographic information 
  • Immunization and health records 
  • Disciplinary records 
  • Student progress reports 
  • Grade point average 
  • Assessment results 
  • Attendance records 

Summary data can be released, but only if aggregated to a level where the privacy of individuals is protected. This includes the release of directly identifiable data as well as data where the identity of individuals could be reasonably inferred through calculation. 

 

Access to Private Data 

Only individuals with permission to view student-identifiable data will be allowed access to private data and sources. Consortia staff are responsible for managing and disseminating data and results properly. 

Any personnel receiving or with access to student-identifiable data should be trained on proper procedures for accessing, reporting, and handling private data. 

Users of student-identifiable data should: 

  • Only access data within one’s access rights unless given explicit permission to view 
  • Only access private data for legitimate consortium/ educational purposes 
  • Utilize secure technology 
  • Lock up or destroy hard copies when not in use 
  • Not disclose student-identifiable data to unauthorized personnel 
  • Immediately report inappropriately accessed or shared data 

 

Data Use and Reporting 

Printed reports with student-identifiable data should be avoided as much as possible. When necessary, hard copies should be collected after their use and stored securely or destroyed. 

Student-identifiable data should not be included in presentations or publications shared with groups where the members do not have authority to view this data (e.g., advisory committees, workgroups that include members external to the institution, etc.). This includes the sharing of data within the consortium between secondary and postsecondary partners. 

Care should be taken in preparing any public reports of data to ensure student-identifiable data are not being shared. This includes reports like the APR, the local application, etc. 

 

Computer and Software Requirements 

Any computer that receives, houses, or is used to manipulate student identifiable data must meet basic security requirements to ensure that private data is not released publicly. 

  1. Private data should be stored behind a secure firewall with password-protected access to only approved personnel. 
  2. Private data should never be stored or copied onto a transportable flash drive or other media. If regularly accessed via a local area network, copies should not be saved to desktop hard drives. 
  3. Data sharing, where required, should be parsimonious in that only relevant data fields are transmitted. 

The consortia staff should have readily available contact information for their institution’s data privacy personnel in the event of the release of student identifiable data. This person should be made aware in the event of the inappropriate release of private data so that necessary action can be taken. 

 

Student Data Privacy Resources 

 

1S1: FOUR-YEAR COHORT GRADUATION RATES 

Statute Definition: The percentage of CTE concentrators who graduate high school, as measured by the four-year adjusted cohort graduation rate defined in section 8101 of the Elementary and Secondary Education Act of 1965 (ESEA). 

Operational  Definition 

  • Numerator: Number of CTE concentrators who, in the reporting year were included as graduated in the state’s computation of its four-year cohort graduation rate. 
  • Denominator: Number of CTE concentrators who, in the reporting year, were included in the state’s four-year computation of its four-year cohort graduation rate. Includes: 1) graduates, 2) dropouts, 3) continuing, and 4) unknown. 


2S1: ACADEMIC PROFICIENCY: READING/LANGUAGE ARTS 

Statute Definition: CTE concentrator proficiency in the challenging state academic standards adopted by the state under section 1111(b)(1) of ESEA, as measured by the academic assessments in reading/language arts as described in section 1111(b)(2) of such Act. 

Operational Definition 

  • Numerator: Number of 10th grade CTE concentrators who met or exceeded the proficiency level on the statewide high school reading assessments, either the Minnesota Comprehensive Assessment (MCA) or Minnesota Test of Academic Skills (MTAS). 
  • Denominator: Number of students who were CTE concentrators by the end of their 10th-grade year who took the MCA or MTAS and whose high school reading assessment scores were included in the state’s ESSA computation. 
 2S2: ACADEMIC PROFICIENCY: MATHEMATICS 

Statute Definition: CTE concentrator proficiency in the challenging state academic standards adopted by the state under section 1111(b)(1) of ESEA as measured by the academic assessments in mathematics as described in section 1111(b)(2) of such Act.

Operational Definition 

  • Numerator: Number of 11th grade CTE concentrators who met or exceeded the proficiency level on the statewide high school mathematics assessments, either the MCA or MTAS. 
  • Denominator: Number of students who were CTE concentrators by the end of their 11th grade year, who took the MCA or MTAS and whose high school mathematics assessment scores were included in the state’s ESSA computation. 

3S1: POST-PROGRAM PLACEMENT 

Statute Definition: The percentage of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are employed. 

Operational  Definition 

  • Numerator: Number of CTE concentrators who, in the second quarter after graduating high school, are in postsecondary education or advanced training, military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are employed. 
  • Denominator: Number of CTE concentrators who graduated high school. 

4S1: NONTRADITIONAL PROGRAM CONCENTRATION 

Statute Definition: The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields. 

Operational Definition 

  • Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields. 
  • Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields. 

5S3: PROGRAM QUALITY: WORK-BASED LEARNING 

Statute Definition: The percentage of CTE concentrators graduating from high school having participated in work-based learning. 

Operational Definition 

  • Numerator: Number of CTE concentrators who successfully completed one or more work-based learning courses prior to graduation. 
  • Denominator: Number of CTE concentrators who graduated high school. 

Participant: A student enrolled in a Minnesota State two-year college who belongs to a particular CTE entering cohort and who: 

  • Earned more than zero college-level credits (cumulative) AND, within the cohort timeframe, was enrolled in a CTE program/award level or, 
  • Earned more than zero college level credits in CTE course(s) 

Concentrator: A student enrolled in a Minnesota State two- year college who belongs to a particular CTE entering cohort and who: 

  • Is enrolled in a long-term (12 or more credits) CTE program/award level AND earned 12 or more college level credits (cumulative), or 
  • Completed a CTE award in a short-term (less than 12 credit) CTE program within the cohort timeframe. 

(Students enrolled in a short-term program who have not yet received that award are counted as participants. In addition, students who meet concentrator criteria but then receive only a non- CTE award within the cohort timeframe are counted as participants.) 

1P1: POSTSECONDARY RETENTION AND PLACEMENT 

Statute Definition: The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in advanced training, military service, or a service program that receives assistance under title I of the National And Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained in employment. 

Operational Definition 

  • Numerator: Number of CTE concentrators in the cohort who, during the second quarter following program completion, are one or more of the following: enrolled in postsecondary education; in advanced training; in military service; in national or community service or the Peace Corps; or employed. 
  • Denominator: Number of CTE concentrators who complete a CTE program/award (i.e., certificate, diploma, AAS or AS) within the cohort timeframe. 

2P1: EARNED RECOGNIZED POSTSECONDARY CREDENTIAL 

Statute Definition: The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 Year of program completion. 

Operational Definition 

  • Numerator: Number of CTE concentrators who complete a CTE program/award (i.e., receive a CTE certificate, diploma, AAS or AS) within cohort timeframe. 
  • Denominator: Number of CTE concentrators in the cohort. 

3P1: NONTRADITIONAL PROGRAM ENROLLMENT 

Statute Definition: The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields. 

Operational Definition 

  • Numerator: Number of CTE concentrators in the cohort who are enrolled in a CTE program classified as nontraditional for their gender. 
  • Denominator: Number of CTE concentrators in the cohort enrolled in a CTE program classified as nontraditional. 

While CTE “completers” are not defined in the Perkins V legislation, core indicators 1P1 and 2P1 both include that population of students. Minnesota defines CTE completers as students enrolled in a Minnesota State two-year college who belong to a particular CTE entering cohort and who receive a CTE award in a long- or short-term Perkins-eligible program within the cohort timeframe. In addition, Minnesota defines a CTE award as an AAS, AS, certificate or diploma. 

State-Determined and Local Levels of Performance

Perkins V legislation required eligible agencies (i.e., the state) to establish state-determined levels of performance for all four grant years and include them in the state plan submitted to the OCTAE in the spring of 2020. The state is annually evaluated on core indicator performance against the appropriate state-determined performance level for each indicator.

State performance levels were determined using a process which involved eligible recipient and stakeholder input. As mandated in the Perkins V legislation, the state is required to demonstrate  continuous improvement in the performance of CTE concentrators across the life of the grant; state determined performance levels were subject to a 60-day public comment process prior to being submitted and accepted within the state plan.

There is no negotiation process regarding levels of performance between the state and OCTAE. The state-determined performance levels, along with the methodology and process used to set them, were submitted in the state plan and were accepted by OCTAE. At certain key points during the implementation of the grant, the state may revise indicator performance levels depending upon unanticipated circumstances. The requirements for adjusting the state determined performance levels includes an evaluation of the data, input from vested partners, and gathering public comment prior to making those adjustments.

The state’s original method for establishing both state and local performance levels involved using a factor of the standard deviation based on modeled historical data which served to establish ever increasing  "meaningful progress" for each individual performance indicator across the four years of the grant. However, in 2021, due to unanticipated circumstances related to the COVID-19 pandemic, secondary determined that adjustments to performance levels were necessary. Therefore, the secondary partners gathered advice and feedback from their community partners, as well as additional public comment. Ultimately, the state secondary partners proposed revisions to five of the six secondary core indicators for the remaining years of the grant (1S1: 4year Graduation Rate, 2S1: Academic Achievement in Reading/Language Arts, 2S2: Academic Achievement in Mathematics, 4S1: Non-Traditional Program Concentration, and 5S3: Program Quality: Work-Based Learning). In spring 2022, the state went through a similar process of engaging stakeholders and the public to provide comments on proposed adjustments to the state performance levels for the three postsecondary core indicators for years two through four of the grant, also citing the unanticipated circumstance of the COVID 19 pandemic. Both sets of revisions were submitted as part of state grant plan revisions and accepted by OCTAE.

Each January, Perkins V requires the state to submit the CAR to OCTAE. The CAR includes the state’s progress on meeting state-determined performance levels from the most recently completed reporting year. Data regarding performance for each core indicator, and for each of the subgroups of students, special populations, and CTE Career Clusters must be reported for each indicator. 

CTE participant and concentrator counts disaggregated by subgroups of students and special populations by CTE Cluster must also be reported. The disaggregation of the data is not required if the number of students would be considered private data or potentially reveal personally identifiable data about a student. 

If the state does not meet at least 90 percent of the state- determined performance level for any of the core indicators of performance for all CTE concentrators, the state will be required to implement an improvement plan during the subsequent year. The improvement plan must include an analysis of the gaps in performance among the special population and other disaggregated groups. 

Whether or not the state meets their state-determined performance level on a core indicator, the state is also required to identify and quantify gaps in performance on the core indicators between any subgroups or special populations of students and CTE concentrators overall, including “a quantifiable description of the progress each such subgroup or special population of students” has made in meeting determined performance levels. 

Perkins V requires the state to publish actual levels of performance, including performance of special population and other disaggregated groups, publicly, in a variety of formats, including online. This includes enrollment and performance data for the state and the local consortia level, unless the number of students being reported on in a category is too small to provide reliable data or violates data privacy standards set to protect student privacy.

Annual reports showing basic overall performance rates, established performance levels, notification of whether a consortium or the state is on an improvement plan (due to having an actual performance rate that is less than 90% of the set performance level), and overall counts of CTE Participants and Concentrators are available on the Minnesota State CTE website for all consortium and the state. To see consortia reports, navigate to the Perkins Consortia section of the website, locate the consortium of interest, and find the “Consortium Name Performance Report” document. For the state report, navigate to the Strengthening CTE (Perkins V) section of the website, then to the “Minnesota 4-Year State Plan and Performance Reports” section and review the “Perkins V: State Performance Report” document.

The Perkins Collaborative Resource Network (PCRN) website also has data tools available to explore state level enrollment and performance, including at disaggregated demographic, special population and career cluster level. The data available in this site does not include data at a local consortium level, but does include data for all states, so can provides an opportunity to explore and compare data across similar states/regions.

Work continues at the state level to develop public reporting of consortium level enrollment and performance data that includes demographic, special population, and career cluster breakouts.

The Perkins V legislation specifies that local recipients are also expected to meet at least 90 percent of their determined local levels of performance on the core performance indicators. If a local recipient falls below 90 percent of the determined local performance level, they will need to develop an improvement plan and implement it during the following year. 

Like the requirement for states, a local improvement plan must include an analysis of the gaps in performance among the special population and other disaggregated groups. 

Regardless of whether the eligible recipient meets 90 percent of the performance level for a core indicator, Perkins V requires disaggregate data to be reviewed annually for each indicator to identify and evaluate where there are disparities in performance between the subgroups or special populations of students and all CTE concentrators being included in the accountability measure. Data reports to assist consortia leaders with this evaluation are available for both secondary and postsecondary consortia leaders in their respective secure reporting sites.

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