Using a New CTE Typology to Measure Student Performance and Progress: A Modification of the Participant and Concentrator Dichotomy for Improving CTE Accountability and Evaluation

Publication November 2011

The NRCCTE has access to the data obtained from several of the surveys that the National Center for Education Statistics (NCES) regularly collects. Two of which – High School Transcripts Study (HSTS) and the Education Longitudinal Study (ELS) — have been used to build and verify a new CTE taxonomy that relates secondary courses and postsecondary programs to occupational areas. The new taxonomy allows the Center to report more effectively on the engagement, achievement and transition of CTE secondary and postsecondary students.

Kotamraju, P., & Aliaga, O. (2011, November). Using a new CTE typology to measure student performance and progress: A modification of the participant and concentrator dichotomy for improving CTE accountability and evaluation. Presentation made at the annual meeting of the Association for Career and Technical Education, St. Louis, MO.

Download the presentation (PDF)