Carl D. Perkins Secondary Accountability Performance Indicator Framework

Overview

The Carl D. Perkins Career and Technical Education (CTE) Act provides federal support for secondary CTE programs across the United States. Central to the Acts accountability requirements is the Secondary Accountability Performance Indicator Framework. The framework translates the laws broad goalsimproving student outcomes, strengthening program quality, and enhancing workforce alignmentinto measurable performance indicators that states and districts can track, analyze, and use for continuous improvement.

Adopted under the Perkins V (2021) reauthorization, the framework replaces earlier, fragmented reporting systems with a more streamlined set of indicators. It aligns with other federal accountability systems (e.g., Title I, ESSA) while maintaining a distinct focus on the unique pathways offered by secondary CTE.

Key Indicators

The framework consists of six primary indicator groups, each containing one or more specific metrics. The groups are:

1. Student Achievement
   • Graduation rate (overall and for CTE participants)
   • Postsecondary enrollment and completion rates in CTEaligned fields
   • Industryrecognized credential attainment
   • Performance on CTEaligned assessments (e.g., ACT, SAT, state assessments)
2. Program Quality
   • Teacher and instructor certification and professional development hours
   • Program alignment with state and local workforce needs
   • Adoption of industry standards (ISO, ANSI, etc.)
   • Studenttoinstructor ratios and facility adequacy
3. Workforce Preparation
   • Number of workbased learning experiences (internships, apprenticeships, coops)
   • Employer satisfaction surveys
   • Alignment of curricula with occupational standards
4. Equity & Access
   • Participation rates of historically underserved groups (lowincome, students with disabilities, English learners)
   • Equitable access to highskill CTE pathways
   • Disparities in outcomes across demographic groups
5. Student Support Services
   • Availability of counseling, career advising, and mentorship
   • Student satisfaction with support services
   • Retention rates within CTE programs
6. Funding & Resource Allocation
   • Perpupil CTE expenditures
   • Leveraging of nonfederal funds (state, local, private)
   • Capital investment in labs, equipment, and technology

The indicators are not meant to be a checklist but a diagnostic tool. States are encouraged to use disaggregated data to identify strengths, gaps, and trends over time.

Data Sources & Reporting

Reliable data collection is essential for the frameworks credibility. The primary sources include:

All reporting must adhere to the U.S. Department of Educations data standards. Many states have built a dedicated Perkins Dashboard that integrates these data streams, enabling realtime visualization for policymakers and educators.

Implementation Strategies

Effective use of the framework depends on coordinated action at three levels: state, district, and school.

State Level

• Policy Alignment Embed the indicator set within state CTE strategic plans and ESSA accountability dashboards.
• Technical Assistance Offer training on data extraction, analysis, and interpretation for district data teams.
• Funding Leverage Tie a portion of state CTE funding to progress on selected indicators, encouraging focus on highimpact areas.

District Level

• Data Review Cycles Conduct quarterly Indicator Review Meetings involving curriculum coordinators, counselors, and finance staff.
• Targeted Interventions Use equity disaggregation to allocate resources (e.g., tutoring, equipment) where gaps are most pronounced.
• Stakeholder Engagement Share indicator trends with parents, business partners, and community colleges through public dashboards.

School Level

• Program Audits Teachers and administrators perform annual selfstudies against programquality indicators.
• Student Voice Include student representatives in discussions about support services and curriculum relevance.
• Continuous Improvement Plans Develop SMART goals linked directly to indicator targets (e.g., increase credential attainment by 5% in two years).

Embedding the framework in an existing improvement cyclePlanDoStudyAct (PDSA) or the school improvement modelensures that data drive decisions rather than becoming a compliance exercise.

Additional Resources

• Perkins V Draft Legislation (PDF)
• Career and Technical Education Technical Assistance Center
• NCES Data on CTE Participation
• Perkins Funding Forecast and Allocation Guide
• National Association of Colleges and Employers CTE Alignment Resources