| CFDA Numbers: |
84.048 - Vocational Education_Basic Grants to States
84.101 - Vocational Education_Indians Set-aside 84.243 - Tech-Prep Education 84.259 - Native Hawaiian Vocational Education |
| Program Goal: Increase access to and improve educational programs that strengthen education achievement, workforce preparation, and lifelong learning. |
| Objective 8.1 of 3: Ensure that vocational concentrators, including special populations, will achieve high levels of proficiency in mathematics, science, and English. |
| Indicator 8.1.1 of 1: Academic Attainment: An increasing percentage of vocational concentrators, including special populations, will meet state-established academic standards. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Explanation: Performance targets for 2005 have been adjusted to reflect past trends for progress on this indicator. A new measure was added for Tech-Prep students. |
Source: Performance Report Grantee Performance Report: 1830-0503 Vocational Technical Education Annual Performance and Financial Reports. Frequency: Annually. Collection Period: 2003 - 2004 Data Available: March 2005 Validated By: No Formal Verification. Limitations: States have set their goals using a three-year rolling average, but OVAE's goals are set using incremental growth. This difference in goal-setting methodology will result in severe disassociation between states' goals and OVAE's goals. The disassociation will also result in increasing the likelihood that OVAE will fail to meet its goals this year and in future years. Under Perkins III, states are allowed maximum flexibility in their data collection procedures and protocols. The differing data streams limit data validity and reliability at the national level. |
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| Objective 8.2 of 3: Ensure that secondary and postsecondary concentrators, including special populations, will achieve high levels of proficiency in core curriculum areas, including mathematics, science, and English. |
| Indicator 8.2.1 of 1: Skills Proficiencies: An increasing percentage of secondary and postsecondary vocational concentrators, including special populations, will meet state recognized skill standards. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Explanation: Performance targets for 2005 have been adjusted to reflect past trends for progress on this indicator. |
Source: Performance Report Grantee Performance Report: 1830-0503 Vocational Technical Education Annual Performance and Financial Reports. Frequency: Annually. Collection Period: 2003 - 2004 Data Available: March 2005 Validated By: No Formal Verification. Limitations: States have set their goals using a three-year rolling average, but OVAE's goals are set using incremental growth. This difference in goal setting methodology will result in severe disassociation between states´ goals and OVAE´s goals. The disassociation will also result in increasing the likelihood that OVAE will fail to meet its goals this year and in future years. Under Perkins III, states are allowed maximum flexibility in their data collection procedures and protocols. The differing data streams limit data validity and reliability at the national level. |
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| Objective 8.3 of 3: Ensure that concentrators, including special populations, make successful transitions to further education and employment. |
| Indicator 8.3.1 of 2: Secondary Student Outcomes: An increasing proportion of vocational concentrators, including special populations, will attain high school diplomas, enter postsecondary programs, or attain employment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Explanation: Performance targets for 2005 have been adjusted to reflect past trends for progress on this indicator. A new measure was added for Tech-Prep students. Tech-Prep students enrolled in post-secondary education may be a duplicate count. Further analysis and assumptions relative to duplicate counts would be required to report placement in postsecondary education for 2003; however, these data will be available in May 2004. Tech-Prep high school completion rates are arrived at by the sum of the number of Tech-Prep students who passed or exceeded the State target divided by the total number of Tech-Prep students. States have set their goals using a three-year rolling average, but OVAE's goals are set using incremental growth. This difference in goal-setting methodology will result in severe disassociation between states' goals and OVAE's goals. The disassociation will also result in increasing the likelihood that OVAE will fail to meet its goals this year and in future years. Under Perkins III, states are allowed maximum flexibility in their data collection procedures and protocols. The differing data streams limit data validity and reliability at the national level. |
Source: Performance Report Grantee Performance Report: 1830-0503 Vocational Technical Education Annual Performance and Financial Reports. Frequency: Annually. Collection Period: 2003 - 2004 Data Available: March 2005 Validated By: No Formal Verification. Limitations: There is a substantial lag each year before performance data can be reported. In addition, states collect placement data from six months to one year after the school year resulting in a further lag in data reporting. Rather a composite of the diversity of the states, their measures, measurement approaches and definitions that vary from state to state. Significant latitude was given states in the identification and development of baseline data for each of the Core Indicators, and thus there is variability in results. States have set their goals using a three-year rolling average, but OVAE's goals are set using incremental growth. This difference in goal-setting methodology will result in severe disassociation between states goals and OVAE goals. The disassociation will also result in increasing the likelihood that OVAE will fail to meet its goals this year and in future years. Under Perkins III, states are allowed maximum flexibility in their data collection procedures and protocols. The differing data streams limit data validity and reliability at the national level. |
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| Indicator 8.3.2 of 2: Postsecondary Student Outcomes: Increasing proportions of postsecondary vocational students, including special populations, will have a positive placement in one or more of the following categories of outcomes: retention in and completion of a postsecondary degree or certificate, placement in military service, or placement or retention in employment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Explanation: Performance targets for 2005 have been adjusted to reflect past trends for progress on this indicator. |
Source: Performance Report Grantee Performance Report: 1830-0503 Vocational Technical Education Annual Performance and Financial Reports. Frequency: Annually. Collection Period: 2003 - 2004 Data Available: March 2005 Validated By: No Formal Verification. |
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