Career and Technical Education Consolidated annual report (CAR) for FY ...

              Tom Horne Arizona Department of Education
Superintendent of Public Instruction 1535 West Jefferson
Phoenix, AZ 85007
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Career and Technical Education
Consolidated Annual Report
(CAR) for FY 2006
Submitted to:
U. S. Department of Education
Office of Vocational and Adult Education
1. RECIPIENT ORGANIZATION
Organization:
Address 1:
Address 2:
City: Phoenix
State: AZ
Zip Code: 85007
2. PR/AWARD NUMBERS:
Basic Grant to States:
Tech-Prep Education:
3. RECIPIENT IDENTIFYING NUMBER:
4. PERIOD COVERED BY THIS REPORT (mm/dd/yy):
From: 07/01/04
To: 09/30/06
SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL:
TYPED OR PRINTED NAME AND TITLE: TELEPHONE (Including Area Code):
Milton D. Ericksen 602-542-5212
(Please go to the CAR web site to certify by PIN electronically after
uploading the report.)
6. CERTIFICATION: I certify to the best of my knowledge and belief that this report, including all attached FORMS and Narrative
Performance Report, is correct and complete and that all outlays and unliquidated obligations are for the purposes set forth in the award
documents.
DATE REPORT SUBMITTED:
OMB NO: 1830-0503
5. REMARKS: (Attach any explanation deemed necessary or information required by Federal sponsoring agency in compliance with
governing legislation)
804746097
COVER SHEET
Arizona Department of Education
CONSOLIDATED ANNUAL PERFORMANCE, ACCOUNTABILITY, AND FINANCIAL STATUS REPORT
FOR STATE-ADMINISTERED VOCATIONAL EDUCATION PROGRAMS
Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III)
V048A040003
V243A040003
1535 W Jefferson St
STATE: Accounting Basis:
Arizona Cash 7/01/05 - 9/30/07 V048A040003 7/1/05 - 9/30/06
A B C D E F G H I J K
Net Outlays Previously
Reported
Total Outlays this Report
Period
Program Income
Credit
Net outlays this report
period
(Columns B - C)
Net outlays To Date
(Columns A+D)
Non-Federal share of
outlays
Total Federal share of
outlays
(Columns E - F)
Federal share of
unliquidated obligations
Federal share of outlays and
unliquidated obligations
(Columns G+H)
Federal Funds
Authorized In State Plan
Balance of Unobiligated
Federal funds
(Columns J-I)
Title I - Basic Grant to States
Local Uses of Funds
Reserve
Secondary Eligible Recipients $148,506.00 $148,506.00 $148,506.00 $148,506.00 $148,506.00 $148,506.00 $0.00
Postsecondary Eligible Recipients $0.00 $0.00 $0.00 $0.00 $0.00
Total Reserve $0.00 $148,506.00 $0.00 $148,506.00 $148,506.00 $0.00 $148,506.00 $0.00 $148,506.00 $148,506.00 $0.00
Other Expenditures
Secondary Eligible Recipients $15,581,520.00 $15,581,520.00 $15,581,520.00 $15,581,520.00 $15,581,520.00 $20,537,634.00 $4,956,114.00
Postsecondary Eligible Recipients $0.00 $0.00 $0.00 $0.00 $0.00 $1,224,178.00 $1,224,178.00
Total Other Expenditures $0.00 $15,581,520.00 $0.00 $15,581,520.00 $15,581,520.00 $0.00 $15,581,520.00 $0.00 $15,581,520.00 $21,761,812.00 $6,180,292.00
Total Local Uses of Funds $0.00 $15,730,026.00 $0.00 $15,730,026.00 $15,730,026.00 $0.00 $15,730,026.00 $0.00 $15,730,026.00 $21,910,318.00 $6,180,292.00
State Leadership
Nontraditional Training and Employment $0.00 $0.00 $0.00 $0.00 $0.00 $150,000.00 $150,000.00
State Institutions $123,695.00 $123,695.00 $123,695.00 $123,695.00 $123,695.00 $243,366.00 $119,671.00
Other $174,843.00 $174,843.00 $174,843.00 $174,843.00 $174,843.00 $816,119.00 $641,276.00
Total State Leadership $0.00 $298,538.00 $0.00 $298,538.00 $298,538.00 $0.00 $298,538.00 $0.00 $298,538.00 $1,209,485.00 $910,947.00
State Administration 2,155,317.00 $2,155,317.00 $2,155,317.00 2,035,966.00 $119,351.00 $119,351.00 1,216,831.00 $1,097,480.00
TOTAL BASIC GRANT TO STATES $0.00 $18,183,881.00 $0.00 $18,183,881.00 $18,183,881.00 $2,035,966.00 $16,147,915.00 $0.00 $16,147,915.00 $24,336,634.00 $8,188,719.00
Title II - Tech-Prep Education
State Administration $0.00 $0.00 $0.00 $0.00 $0.00
Local Consortia $1,684,252.00 $1,684,252.00 $1,684,252.00 $1,684,252.00 $1,684,252.00 $2,142,952.00 $458,700.00
TOTAL TECH-PREP EDUCATION $0.00 $1,684,252.00 $0.00 $1,684,252.00 $1,684,252.00 $0.00 $1,684,252.00 $0.00 $1,684,252.00 $2,142,952.00 $458,700.00
V048A040003
OMB NO: 1830-0503 
Period Covered by This Report:
Additional Information:
STATUS OF FUNDS (INTERIM) : 2005-2006
Federal Funding Period: Grant Award Number:
STATE: Accounting Basis:
Arizona Cash 7/01/04 - 9/30/06 V048A30003 7/01/04 - 9/30/06
A B C D E F G H I J K
Net Outlays Previously
Reported
Total Outlays this Report
Period
Program Income
Credit
Net outlays this report
period
(Columns B - C)
Net outlays To Date
(Columns A+D)
Non-Federal share of
outlays
Total Federal share of
outlays
(Columns E - F)
Federal share of
unliquidated obligations
Federal share of outlays and
unliquidated obligations
(Columns G+H)
Federal Funds
Authorized In State Plan
Balance of Unobiligated
Federal funds
(Columns J-I)
Title I - Basic Grant to States
Local Uses of Funds
Reserve
Secondary Eligible Recipients $170,154.00 $0.00 $170,154.00 $170,154.00 $170,154.00 $170,154.00 $0.00
Postsecondary Eligible Recipients $0.00 $0.00 $0.00 $0.00 $0.00
Total Reserve $170,154.00 $0.00 $0.00 $0.00 $170,154.00 $0.00 $170,154.00 $0.00 $170,154.00 $170,154.00 $0.00
Other Expenditures
Secondary Eligible Recipients $16,098,000.00 $4,371,962.00 $4,371,962.00 $20,469,962.00 $20,469,962.00 $20,469,962.00 $20,469,962.00 $0.00
Postsecondary Eligible Recipients $85,000.00 $1,149,465.00 $1,149,465.00 $1,234,465.00 $1,234,465.00 $1,234,465.00 $1,234,465.00 $0.00
Total Other Expenditures $16,183,000.00 $5,521,427.00 $0.00 $5,521,427.00 $21,704,427.00 $0.00 $21,704,427.00 $0.00 $21,704,427.00 $21,704,427.00 $0.00
Total Local Uses of Funds $16,353,154.00 $5,521,427.00 $0.00 $5,521,427.00 $21,874,581.00 $0.00 $21,874,581.00 $0.00 $21,874,581.00 $21,874,581.00 $0.00
State Leadership
Nontraditional Training and Employment $19,807.00 $130,193.00 $130,193.00 $150,000.00 $150,000.00 $150,000.00 $150,000.00 $0.00
State Institutions $89,551.00 $153,273.00 $153,273.00 $242,824.00 $242,824.00 $242,824.00 $242,824.00 $0.00
Other $177,317.00 $623,642.00 $623,642.00 $800,959.00 $800,959.00 $800,959.00 $800,959.00 $0.00
Total State Leadership $286,675.00 $907,108.00 $0.00 $907,108.00 $1,193,783.00 $0.00 $1,193,783.00 $0.00 $1,193,783.00 $1,193,783.00 $0.00
State Administration 2,136,457.00 1,025,422.00 $1,025,422.00 $3,161,879.00 1,947,755.00 $1,214,124.00 $1,214,124.00 1,214,124.00 $0.00
TOTAL BASIC GRANT TO STATES $18,776,286.00 $7,453,957.00 $0.00 $7,453,957.00 $26,230,243.00 $1,947,755.00 $24,282,488.00 $0.00 $24,282,488.00 $24,282,488.00 $0.00
Title II - Tech-Prep Education
State Administration $0.00 $0.00 $0.00 $0.00 $0.00
Local Consortia $1,545,510.00 $640,184.00 $640,184.00 $2,185,694.00 $2,185,694.00 $2,185,694.00 $2,185,694.00 $0.00
TOTAL TECH-PREP EDUCATION $1,545,510.00 $640,184.00 $0.00 $640,184.00 $2,185,694.00 $0.00 $2,185,694.00 $0.00 $2,185,694.00 $2,185,694.00 $0.00
V048A30003
OMB NO: 1830-0503 
Additional Information:
STATUS OF FUNDS (FINAL) : 2005-2006
Federal Funding Period: Grant Award Number: Period Covered by This Report:
FY 2006 Arizona CAR Narrative – Page 1
I. State Administration [Section 121]
A. Sole State Agency and Governance Structure
The Arizona Department of Education (ADE)--the State Education Agency (SEA)--
administers Perkins III to the Local Education Agencies (LEA). The ADE maintains
responsibility for secondary and postsecondary allocations via a Basic Grant (BG)
application process. The system of negotiated Perkins III performance measures
determines effectiveness and accountability of the funds.
B. Organization of Vocational and Technical Education Programs
The Arizona State Board of Education directs secondary Career and Technical Education
(CTE) to use labor market data to identify high-wage, high-demand occupations in the
state and prioritize CTE programs. There is a crosswalk linking the Classification of
Instructional Programs (CIP) with Department of Labor Standard Occupation Codes
(SOC). The list reflects occupations that require technical and academic rigor that span
education and training into postsecondary studies. Updates to the list occur every two
years. Only postsecondary programs that reasonably align to the secondary CTE
Program List are eligible for Perkins funding.
Postsecondary - Arizona community colleges and universities continue to foster the
transfer (progress) of students between state institutions using the Arizona State System
for Information on Student Transfer (ASSIST). ASSIST is a relational database that has
enrollment and degree information on students attending Arizona’s universities and ten
public community college districts. Arizona’s public postsecondary institutions have a
general education curriculum that, if completed at the community college, fulfills general
education requirements for the state universities. The transfer model identifies specific
curricular pathways that encouraging life-long learning for the student.
Arizona’s Curriculum Framework design teams include one to three postsecondary
members of the identified CTE program. The design teams review National Cluster
information and/or skill standards to incorporate foundation skills common to all clusters
and pathways supported by state labor and projected job-opening data. The SEA shares
secondary performance results to LEAs by program area via CTE’s on-line system.
II. State Leadership Activities [Section 124]
A. Required Uses of Funds
The SEA refines the secondary and postsecondary accountability systems each year in
response to Perkins III. All secondary required activities support Perkins III definitions,
formulas, Performance Measures, improved data quality, new reporting systems for
performance results, using performance data for program improvement initiatives, and
the creation of an improved CTE delivery system. Secondary student-level reporting is
now required for most performance measures (the corrections LEA is exempt). Post-secondary
SEA leadership focuses on improving reporting processes, improving data
quality, refining institutional plans for program improvement, and monitoring projects.
Performance Measures remain central to Arizona’s CTE program improvement process.
FY 2006 Arizona CAR Narrative – Page 2
• An Assessment of CTE programs that are funded
Secondary - To improve data quality in 2006, the SEA continued proactive technical
assistance, an on-site SEA staff visit before the July 1 reporting deadline. This on-going
process allows a more focused strategy aimed at specific improvements in districts with
historical data quality problems. There were 1,392 programs participating in enrollment
and performance reporting. Programs failing one or more essential elements of an
approved program may formally apply for a one-year exemption from the requirement to
use the time to satisfy the requirement by the next annual reporting cycle. The request
must include evidence to justify granting the exemption.
Postsecondary - During most of the reporting year, Postsecondary Liaison/BG Specialist
position was vacant. As such, the SEA will make up on-site monitorings. Table 1 lists
postsecondary performance measures over the last two years.
• Developing, Improving, Or Expanding The Use Of Technology In Vocational And
Technical Education
Secondary – Under Perkins III, the ADE continues to improve a statewide electronic
Performance Measures data collection (LEA to SEA) and Performance Measures
reporting systems (SEA to LEA). Nineteen of the 639 professional development (PD)
activities in the reporting year focused on using the on-line statewide performance
measures system and on-line technical assistance. PD activities oriented to state-of-the-art
technology for CTE program instructional areas comprised 8% (51 of 639) in 2006,
which is up from the 3% (14 of 505) in 2005. An ‘e-project’ is in its second year for
Arizona business teachers. The on-line project offers PD, which focuses on relevant web
cast access to industry and education experts, statewide databases, and instructional
strategies. Remote LEAs (e.g., the Navajo Nation) are using distance learning to bridge a
host of logistical challenges (time, teachers, travel, etc.) connecting to web casts on some
of the premier colleges and universities in the nation. Two examples include a full
nursing program offered from Utah via distance learning as well as a law enforcement
program augmenting lessons on crime scene analysis and autopsies.
As a continued program improvement strategy, all of Arizona’s 28 CTE programs
transitioned to a merged list of technical standards and measurement criteria supporting
the 2008 rollout of Arizona’s (new) CTE Delivery System. This effort is show in Table
2. Project team members from industry and education participated in determining
appropriate technical standards to be included in the merged lists of standards and
measures. In addition, teams upgraded 13 of the 28 CTE programs during the merging
process to ensure continued improvement and alignment to meet industry needs.
Agriscience, Horticulture and Renewable Natural Resources merged into Agricultural
Business Management in July 2005. CTE identified Industrial Manufacturing as a new
program, and added it in the summer of 2005.
FY 2006 Arizona CAR Narrative – Page 3
Table 1. Comparison of 2006 and 2005 Data Showing Improvement in the Completeness of College Reporting
Basic Grant Performance Measures Results
2005-2006 2004-2005
Numerator Denominator
State-
Negotiated
Performance
Level
Site
Performance
Level
Achieved
Performance
Level
Met/Not Met Numerator Denominator
State-
Negotiated
Performance
Level
Site
Performance
Level
Achieved
Performance
Level
Met/Not Met
% Site
Perfor-mance
Change
1P1 13,808 16,771 90.29% 82.33% Not Met 15,224 17,577 80.00% 86.61% Met -4.28%
1P2 14,225 16,771 92.50% 84.82% Not Met 15,054 17,577 85.00% 85.65% Met -0.83%
2P1 8,660 16,771 34.03% 51.64% Met 7,283 17,577 25.00% 41.43% Met 10.20%
3P1 4,622 7,656 39.96% 60.37% Met 4,448 7,471 63.66% 59.54% Not Met 0.83%
3P2 3,719 4,622 77.50% 80.46% Met 3,490 4,835 62.16% 72.18% Met 8.28%
4P1 15,841 65,530 21.56% 24.17% Met 15,861 69,121 23.01% 22.95% Not Met 1.23%
4P2 2,275 9,736 19.43% 23.37% Met 3,818 15,745 20.00% 24.25% Met -0.88%
Tech Prep Performance Measures Results
2005-2006 2004-2005
Numerator Denominator
State-
Negotiated
Performance
Level
Site
Performance
Level
Achieved
Performance
Level
Met/Not Met Numerator Denominator
State-
Negotiated
Performance
Level
Site
Performance
Level
Achieved
Performance
Level
Met/Not Met
% Site
Perfor-mance
Change
1P1 929 1,142 90.29% 81.35% Not Met 1,436 1,613 80.00% 89.03% Met -7.68%
1P2 919 1,142 92.50% 80.47% Not Met 1,423 1,613 85.00% 88.22% Met -7.75%
2P1 565 1,142 34.03% 49.47% Met 502 1,613 25.00% 31.12% Met 18.35%
3P1 275 509 39.96% 54.03% Met 239 387 63.66% 61.76% Not Met -7.73%
3P2 225 275 77.50% 81.82% Met 183 240 62.16% 76.25% Met 5.57%
4P1 959 4,056 21.56% 23.64% Met 838 3,993 23.01% 20.99% Not Met 2.66%
4P2 136 555 19.43% 24.50% Met 153 833 20.00% 18.37% Not Met 6.14%
FY 2006 Arizona CAR Narrative – Page 4
Table 2. Arizona’s CTE Program Transition to New Delivery System
No. Transitioned Level III Programs CIP Number
Date Program
Standards Merged
1 Culinary Arts 12.0500 6/15/2006
2 Law, Public Safety, & Security 43.0100 5/15/2006
3 Marketing, Management, and Entrepreneurship 52.1800 5/15/2006
4 Welding Technology 48.0500 5/15/2006
5 Radio/Television Technology 10.0200 5/15/2006
6 Woodworking 48.0700 5/15/2006
7 Fire Science 43.0200 5/15/2006
8 Business Management and Administrative Services 52.0200 4/15/2006
9 Construction Technologies 46.0400 4/15/2006
10 Education Professions 13.1500 4/15/2006
11 Early Childhood Education 13.1200 4/15/2006
12 Cosmetology 12.0400 4/15/2006
13 Hospitality Management 52.0900 3/15/2006
14 Electronic Technology 15.0300 3/15/2006
15 Accounting and Related Services 52.0300 3/15/2006
16 Allied Health Services 51.0800 2/15/2006
17 Graphic Communications 10.0300 2/15/2006
18 Design and Merchandising 52.1900 2/15/2006
19 Drafting/Design Technology 15.1300 2/15/2006
20 Information Technology 15.1200 1/15/2006
21 Financial Services 52.0800 1/15/2006
22 Nursing Services 51.1600 1/15/2006
23 Agricultural Business Management – Agriscience
(merging Agriscience, Horticulture, and Renewable
Natural Resources)
01.0100 7/15/2005
24 Industrial Manufacturing 15.0600 7/15/2005
Postsecondary – The ADE continues using an on-line system to collect Perkins data
from all community colleges. Examples of postsecondary initiatives to expand
technology in CTE include:
Cochise College Automotive Technology Program employs sophisticated scanners and
software as well as additional computers. The Welding Program now has a computerized
plasma cutter in the program. The college recently approved a new degree program in
Building and Construction Technology to address Arizona’s exploding population.
GateWay Community College implemented use of a SIM Family (Human Simulators) in
their Nursing Program and a Med Man for use in their Respiratory Care program. These
simulations give students the opportunity to experience hands-on learning before they go
out into clinical rotations to provide live-patients care.
FY 2006 Arizona CAR Narrative – Page 5
Pima Community College purchased laptop computers for the teacher education program
that allows student access to computers, promotes understanding technology in the
classroom, and helps develop the students’ technology proficiency. The college also
purchased CISCO computer hardware for wireless networking classes and computer/
network security classes. This program entails hybrid classes where students work on-line
and then come to the campus to complete lab requirements. In 2006 enrollment
shows 120 students in CISCO Courses with a completion rate of about 78%.
• Professional Development Programs
Secondary and Postsecondary – The SEA paid services to deliver 639 PD activities:
592 state-leadership sponsored workshops and 47 activities for the Arizona Career
Resource Network (AzCRN) nontraditional training (NT) and employment. For
reporting purposes, the SEA records the primary purpose staff identified as most
important. Table 3 details required and permissible PD activities.
Table 3. Professional Development Workshop Allocations
Required Activities 2006
(N=639)
2005
(N=505)
2004
(N=426)
Accurate, Timely, and Reliable Reporting 3% 8% 9%
Train To Use State-Of-The-Art Technology 8% 3% 5%
Keeping Educators Current 35% 23% 17%
Build Partnerships 8% 5% 5%
Expansion of the Use of Technology 1% 2% 6%
Academic Integration 2% 4% 1%
Nontraditional Training and Employment 16% 27% 29%
Support Special Populations & Align with
Other Education Programs (IDEA, WIA, etc.)
2% 4% 2%
Improve Parent & Community Involvement 2% 4% <1%
Permissible Activities
Career Guidance and Counseling 7% 9% 13%
Secondary and Postsecondary Linkages 2% 3% 5%
Curriculum Improvement and Development 7% 2% 2%
CTE Student Organizations--recruit special pops 4% 2% <1%
Training in All Aspects of an Industry 1% 2% 1%
Family and Consumer Sciences Education 2% 2% 2%
The data shows a continuing increase in PD over the last three years from 426 events in
2004 to 639 in 2006. The number of educators participating in state-leadership events
increased from 1,914 in 2005 to 2,420 in 2006. Educators participating in Section 118
grant sponsored events in 2006 totaled 3,049. The Annual CTE Summer Conference, a
statewide collaborative partnership, had 1,500 participants in July 2006. This is an
increase of 224 participants from the 1,276 attendees in 2005. The total number of
duplicated educators participating in 2006 PD is 5,469.
FY 2006 Arizona CAR Narrative – Page 6
• Support for Vocational and Technical Education Programs That Improve the
Academic and Vocational and Technical Skills of Students…Through the Integration of
Academics with Vocational and Technical Education
A systemic CTE renovation starting in 2003 culminates in Arizona rolling out a new CTE
delivery system in FY08. The renovation entails improvement to program offerings,
delivery, assessment, completion, graduation, and advance education/employment
specific to the CTE experience. Dr. Joanna Kister did an exhaustive study for Arizona.
This proactive effort meets the need for education reform (particularly in CTE) head-on
and involved stakeholders outside the education community at each step of the process.
To provide LEAs lead-time to prepare for implementation, curriculum for the new
delivery system was complete in 2006. More than 25% of PD in 2006 train teachers on
the newly merged standards. This curriculum contains increased relevance to the
academic standards, instructional strategies for academic integration, and resources for
enhancing reinforcement of academic standards through CTE contextual instruction.
Rigor consistent with industry is part of every standard and subordinate measurement
criteria as well. CTE uses Arizona's Instrument to Measure Standards (AIMS)--the state
academic/NCLB compliant assessment system--to evaluate student reading, writing and
math attainment. The SEA provides academic crosswalks developed by the International
Center for Leadership in Education to validate and prioritize the CTE academic
integration content. This tool, known as the Arizona Matrix, distills AIMS content and
the frequency of questions asked in relation to academic performance objectives.
• Providing Preparation For Nontraditional Training And Employment
Secondary – Twenty of Arizona’s 28 CTE programs are NT in 2006. These programs
exceeded NT Participation (4S1) by 3%, but missed NT Completion (4S2) by 0.65%. One-fourth
of all 2006 PD activities align to career guidance (7%), NT training (16%) and
special populations support (2%). LEA programs that fail to meet/exceed measures must
implement one or more SEA-directed BG objectives the following year to improve
performance.
Postsecondary – Arizona exceeded the state negotiated performance level for 4P1 (NT
Participation) by 2.61% during fiscal year 2006; and exceeded the negotiated level for 4P2
(NT Completion) by 3.94%.
Table 4 lists 2006 NT program enrollments numerically by CIP code, and calculates the
amount of change in enrollment and percent of NT enrollment since 2005. Table 5 shows
the 2006 NT program completion by numerical CIP code, showing the percent change of
NT completers since 2005. In 2006, calculations exclude Administrative Information
Services (AIS), Heating Ventilation & Air Conditioning (HVAC), and the Heavy
Equipment programs.
FY 2006 Arizona CAR Narrative – Page 7
Table 4. Arizona 2006 CTE Programs with Nontraditional Enrollments*
* A zero denotes either a discontinued or a new program.
NT
Gender CIP Program Name
2006 NT
Gender
Enrollment
2005 NT
Gender
Enrollment
2006
Program
Enrollment
2005
Program
Enrollment
Enrollment
Change
since 2005
2006% of
NT
Enrollment
2005% of
NT
Enrollment
Percent
Change
since 2005
Female 010100 Ag Bus Management - Agriscience 368 0 922 0 922 39.9 0 39.9
Female 010300 Agriscience 1044 997 2532 2552 -20 41.2 39.09 2.09
Female 010600 Horticulture 21 92 67 209 -142 31.29 44 -12.69
Female 030200 Renewable Natural Resources 61 94 138 250 -112 44.2 37.59 6.59
Female 100200 Radio/Television Technology 999 705 2635 1933 702 37.9 36.5 1.39
Female 100300 Graphic Communications 3470 3154 6476 5738 738 53.59 55 -1.39
Male 120400 Cosmetology 10 12 590 579 11 1.7 2.09 -0.4
Male 131200 Early Childhood Education 530 727 5324 6100 -776 10 11.89 -1.89
Male 131500 Education Professions 142 117 795 724 71 17.89 16.2 1.7
Female 150300 Electronics Technology 38 65 479 675 -196 7.9 9.6 -1.7
Female 150600 Industrial Manufacturing 0 0 21 0 21 0 0 0
Female 151300 Drafting and Design Technology 617 592 3494 3343 151 17.7 17.7 0
Female 430100 Law Public Safety and Security 563 285 1178 659 519 47.79 43.2 4.59
Female 430200 Fire Science 66 76 463 429 34 14.3 17.7 -3.4
Female 460300 Electrical and Power Transmission 0 2 0 45 -45 0 4.4 -4.4
Female 460400 Construction Technologies 332 333 2933 2981 -48 11.3 11.19 0.1
Female 470200 Heating Ventilation Air Condition 0 0 0 0 0 0 0 0
Female 470600 Automotive Technologies 725 785 6767 6981 -214 10.69 11.19 -0.5
Female 480500 Welding Technology 273 230 3095 2891 204 8.8 8 0.8
Female 480700 Woodworking 242 183 1991 1481 510 12.19 12.39 -0.2
Female 490200 Heavy Equipment Operation 0 4 0 28 -28 0 14.3 -14.3
Female 510800 Allied Health Services 894 600 1319 805 514 67.8 74.5 -6.69
Male 511600 Nursing Services 222 184 1453 1256 197 15.3 14.6 0.69
Male 520400
Administrative Information
Services 0 2557 0 4999 -4999 0 51.2 -51.2
Male 521900 Design and Merchandising 132 160 2411 2396 15 5.5 6.69 -1.2
FY 2006 Arizona CAR Narrative – Page 8
Table 5. Arizona 2006 CTE Programs with Nontraditional Completers*
NT
Gender CIP Program Name
2006
NT
Completers
2005
NT
Completers
2006
Program
Completers
2005
Program
Completers
Completers
Changed since
2005
2006% of
NT
Completers
2005% of
NT
Completers
Percent
Change
since 2005
Female 010100
Ag Bus Management -
Agriscience 43 0 115 0 115 37 0 37
Female 010300 Agriscience 215 223 458 488 -30 47 46 1
Female 010600 Horticulture 5 19 10 38 -28 50 50 0
Female 030200 Renewable Natural Resources 15 25 29 44 -15 52 57 -5
Female 100200 Radio/Television Technology 190 155 587 493 94 32 31 1
Female 100300 Graphic Communications 707 561 1306 1036 270 54 54 0
Male 120400 Cosmetology 2 5 202 173 29 1 3 -2
Male 131200 Early Childhood Education 66 82 959 926 33 7 9 -2
Male 131500 Education Professions 21 23 195 154 41 11 15 -4
Female 150300 Electronics Technology 6 6 97 88 9 6 7 -1
Female 150600 Industrial Manufacturing 0 0 4 0 4 0 0 0
Female 151300
Drafting and Design
Technology 97 121 646 742 -96 15 16 -1
Female 430100 Law Public Safety and Security 104 86 216 176 40 48 49 -1
Female 430200 Fire Science 13 18 129 100 29 10 18 -8
Female 460300
Electrical and Power
Transmission 0 0 0 19 -19 0 0 0
Female 460400 Construction Technologies 55 48 583 587 -4 9 8 1
Female 470200
Heating Ventilation Air
Condition 0 0 0 0 0 0 0 0
Female 470600 Automotive Technologies 101 108 1338 1303 35 8 8 -1
Female 480500 Welding Technology 31 39 540 584 -44 6 7 -1
Female 480700 Woodworking 50 28 396 312 84 13 9 4
Female 490200 Heavy Equipment Operation 0 6 0 18 -18 0 33 -33
Female 510800 Allied Health Services 257 159 331 212 119 78 75 3
Male 511600 Nursing Services 107 63 753 618 135 14 10 4
Male 520400
Administrative Information
Services 193 492 398 1091 -693 48 45 3
Male 521900 Design and Merchandising 19 27 390 309 81 5 9 -4
* A zero denotes either a discontinued or a new program.
FY 2006 Arizona CAR Narrative – Page 9
• Supporting Partnerships To Enable Students to Achieve State Academic Standards and
Vocational and Technical Skills
Secondary – The SEA continues Integrated Data to Enhance Arizona’s Learning
(IDEAL), which offers a single location for all Arizona stakeholders to access
educational data, resources, and services. Paste the following URL into a web address
bar: https://cas.ideal.azed.gov/cas/ to see IDEAL. This initiative (started in 2005), fully
aligns with the US Department of Education’s 2004 National Education Technology
Plan, encourages the use of digital content and the integration of data systems to allow for
effective and efficient dissemination of information.
In 2006, 8% of the PD workshops focused on building partnerships that is more than
double (from 25 to 51) last years’ effort. Another 13 workshops focused on linkages
between secondary and postsecondary.
Postsecondary—Ongoing postsecondary partnerships include Mesa Community College
working with Caterpillar Corporation in collaboration with Empire Machinery. Glendale
Community College partners with Toyota to train students for the automotive industry.
GateWay Community College pairs with Banner Health Systems training students for the
nursing field, and their manufacturing program works with Future Fabricating Company
educating students to be National Institute for Metalworking Skills (NIMS) certified.
• Serving Individuals In State (Correctional) Institutions
Secondary - Arizona distributes 1% of its state secondary Perkins allocation to state
corrections institutions serving youth, using the local BG application. The correctional
LEA is exempt from SEA Performance Measures, but has its own set of population-appropriate
performance measures and complies with services for special populations.
Evaluation criteria define outcomes for each goal in the grant application. Emphasis
since FY 2001 centered on employability readiness certification. In 2005, the
correctional LEA redirected their focus to include occupational skills attainment in
Building and Ground Maintenance, Computer Graphics Arts, Computer Refurbishing and
Business Skills, Construction Technology, Culinary Arts, and Medical Transcription.
In 2006, the agency served over 675 students. Students get training in OSHA Health and
Safety, WorkKeys Skills and/or occupational training in one of the above programs with
274 completing one or more courses. Two hundred thirty incarcerated youth attained a
GED; 54 returned to public high schools upon release from facility. Forty-nine students
obtained a job or entered vocational training classes upon release. Thirty-eight youths
enrolled in one or more courses at a community college while incarcerated and/or upon
release. Youth get referrals to vocational rehabilitation for continued training after their
release. The Correction LEA created a Workforce Development component to enhance
the Vocational Program (secure care) and provide a continuum for youth (soft skills to
job placement). The program’s advisory committee consists of business and industry,
Workforce Investment Act partners, community based organizations, and government
entities.
FY 2006 Arizona CAR Narrative – Page 10
Postsecondary – A sampling of activities include Cochise College recently changed its
“vocational” programs for inmates into work based education programs. The college’s
Prison Education Division served 346 students who earned 657 program completion
certificates in six programs during 2006. This rate represents a 123% increase over the
previous year. The college’s Testing Center provides GED testing for an average of 75
inmates monthly at the Douglas State Prison. The Pima Community College Building
Construction Trades (BCT) Prison Program uses technology (DVD’s, PowerPoint
presentations, and building project video analysis) to augment experience student inmates
have no access to while in prison. The use of upgraded equipment supports the 80+
percent completion rate and contributes to the program meeting NCCER standards.
• Support for Programs for Special Populations that Lead to High Skill, High Wage
Careers
Secondary – Arizona’s State Plan-mandated Individual Vocational Education Plan
(IVEP) requires an LEA team to determine help for each CTE special population student
who needs services to ensure student success in achieving the most rigorous outcomes
possible. In LEAs where special populations do not appear to be making progress, SEA-directed
objectives must be included in the district’s Perkins application to improve
attainment of special population students. Workshops targeting special populations
include: Implementing and Integrating Reading and Writing Strategies into CTE;
Improving Student Outcomes and Meeting Relevance and Rigor for Struggling Students;
plus CTE and Transition. Funds also support literacy coaches statewide. These coaches
help integrate reading strategies into CTE. Twenty-nine percent of all 2006 PD activities
aimed at improving attainment by special population students.
Postsecondary – Cochise College’s CTE Program Services (CTEPS) staff provided 139
book loans and 225 vouchers for fuel assistance to low income students, thus permitting
these students to attend classes that they might otherwise have been unable to take. The
CTEPS staff also worked with 840 high school students with the Teen Maze process and
534 potential students with the Campus Navigation process in support of special
populations. Pima Community College provided tutoring in coursework related to
pharmaceutical math for deaf students in the pharmacy program.
B. Permissible Activities [Section 124]
Secondary - Career guidance and academic counseling programs comprise 7% of all
2006 PD activities. Another 2% promote secondary and postsecondary linkages, while
7% of PD supports curriculum improvement and 2% Family and Consumer Sciences.
Postsecondary - Permissible activities by colleges include support of work-related
experience, technical support, student organization support in career and technical areas,
updating equipment, and programs for helping CTE students find employment.
FY 2006 Arizona CAR Narrative – Page 11
III. Distribution of Funds and Local Plan for Vocational and Technical Education
Programs [Sections 131 and 134]
A. Summary of state’s eligible recipients include 117 secondary (BG) LEAs; one area
vocational and technical education agency (BG); 10 postsecondary college districts (BG);
and 11 Tech Prep Consortia make up Arizona’s 2006 eligible recipients.
IV. Accountability [Section 113] -
A. State's Overall Performance Results and Program Improvement Strategies
Secondary - CTE programs exceeded Measure 1S1 in reading, writing and math;
Measure 3S1 for placement; and 4S1 for NT participation. Arizona did not meet
Completion Measure 2S1 and was 0.65% short for 4S2 NT completion. The SEA will
renegotiate measures based on the new definitions presented in the Data Quality Institute.
Postsecondary - Arizona’s postsecondary exceeded negotiated performance levels for
Core Indicators 2P1, 3P1, 3P2, 4P1, and 4P2. Arizona did not meet the negotiated
performance measure for Core Indicator 1P1, dropping 4.28% from 2005. Likewise, 1P2
fell by 0.83%. The decreases are in part due to a lack of consistency identifying cohort
students passing state-designated academic and occupational courses with a “C” or better.
B. State's Performance Results for Special Populations and Program Improvement
Strategies
Tables 6 and 7 outline the secondary and postsecondary Performance Measures results
overall as well as address those for the state’s special population students. Program
improvement strategies include:
• Create a comprehensive PD plan that strategically structures activities, based on data,
mandate follow-up down to the classroom level in a continuous improvement cycle.
• Arizona will negotiate special population student performance levels with OVAE
using 2006 benchmarks along with new definitions from the Data Quality Institute.
• With teacher turnover a constant, the SEA offers PD sessions locally, regionally and
statewide to train identification, service and reporting for special population students.
• SEA endorses using more federal funds to hire special population classroom aides.
• The SEA has a Program in Review (PIR) process. Programs with a PIR designation
must include ADE-directed state objectives designed to improve performance in their
next Perkins application. A program becomes a PIR if it (1) is missing one of the
essential elements of an approved program, or (2) consecutively fails for the second
year to achieve the expected state levels of performance (or) substantial improvement
over the previous year’s performance for one or more measures. The ADE closely
examines access, progress and success for special populations by the PIR process.
• The SEA is working with community colleges through Institutional Research (IR)
workshops and did a manual detailing how to identify students. Training will
increase as new postsecondary staff at the SEA completes their orientation.
• Since no colleges reported military placement, all received a state-directed BG
objective to increase their performance over the 2004-05 reporting year. The
placement postsecondary performance level increased by 0.83% over 2004-05.
FY 2006 Arizona CAR Narrative – Page 12
Table 6. Arizona’s 2006 Secondary Performance Measures
Core
Sub-
Indicator
OVAE
Negotiated
Level
Percent (%)
Arizona
Concentrator
Performance
Percent (%)
Arizona
Special Populations
Performance
Percent (%)
Remarks
A
Remarks
B
1S1 Academic
Reading--Met
69.55 92.09 62.43 SPED
62.50 Single Parent
1 3
1S1 Academic
Writing--Met
76.17 92.61 62.61 SPED
68.75 Single Parent
1 3
1S1Academic
Math--Met
33.14 88.71 All Sp Pop categories
met the measure.
1 -
2S1
Completion--
Did not meet
97.98 96.58
95.85 SPED
90.00 Single Parent
95.08 Other Barriers
97.34 LEP
97.46 NT Enrollees
- 4
3S1
Placement--
Met
68.71 68.95
60.29 SPED
57.74 Econ Disadvan
61.84 Other Barriers
61.25 LEP
2 3
4S1
NT
Participation--
Met
20.81 23.80
14.16 SPED
16.76 Econ Disadvan
14.56 Other Barriers
16.58 LEP
- 3, 5
4S2
NT Completion
Did not meet
23.81 23.16
No Sp Pop categories
met the measure. - 3, 5
Remarks A - Reasons for State Performance Meeting Negotiated Level
1. Student data posts when that student becomes a leaver. Most students leave by graduating. In
2006, students have to pass Arizona's Instrument to Measure Standards to graduate. Thus,
academic attainment for CTE students will be high. The seven to eleven percent balances denote
students leaving for reasons other than graduation (transfer/dropout) and incomplete data capture.
2. AZ awards incentive funds for concentrator placements related to a students’ CTE program.
Remarks B - Reasons for Groups Not Meeting Negotiated Level
3. Incomplete data capture. AZ records students as Sp Pop only if they receive interventions for
success. Some students get interventions, and though helped, go unidentified and unreported.
The impact is incomplete data. Since the whole population is small, any change in numbers
notably affects the percentages.
4. AZ does not use a cohort measure aligned to NCLB. AZ has a high drop out rate. Linking CTE
concentrator data to the state’s student leaver codes is unautomated. As such, LEAs overlook
concentrators leaving before graduation. The data shows a portion that leave without graduating.
5. New NT formula excludes a large business program (AIS) in the 05-06 calculations. AZ uses
§118 funds to help LEAs recruit and retain NT students.
FY 2006 Arizona CAR Narrative – Page 13
Table 7. Arizona’s 2006 Postsecondary Performance Measures
Core
Sub-
Indicator
OVAE
Negotiated
Level
Percent (%)
Arizona
Concentrator
Performance
Percent (%)
Arizona
Special Populations
Performance
Percent (%)
Remarks
A
Remarks
B
1P1 Academic
Attainment--
Did not meet
90.29% 82.33% No Sp Pop categories
met the measure.
- 3
2P1 PS Degree
Credential--Met
34.03% 51.64% All Sp Pop categories
met the measure.
1 -
3P1
Placement--Met
39.95% 60.21% All Sp Pop categories
met the measure.
2 -
3P2
Retention--
Met
77.50% 80.46% 76.27% LEP 2 4
4P1 NT
Participation--
Met
21.56% 24.17%
14.08% Displaced
Homemakers
19.71% LEP
- 5
4P2
NT Completion
Met
19.43% 23.37%
12.50% Displaced
Homemakers
18.75% LEP
- 6
Remarks A - Reasons for State Performance Meeting Negotiated Level
1. At the postsecondary, it is easy to identify students that received a degree, certificate, or
credential and left the LEA in the reporting year using an exit cohort.
2. Most AZ community colleges have a data sharing agreement with the DES to match graduation
records with UI wage data records.
Remarks B - Reasons for Groups Not Meeting Negotiated Level
3. AZ’s community colleges have no consistency identifying postsecondary stopouts that have
attained a “C” or better in all state-designated academic courses.
4. While LEP is short of the negotiated level, it did increase by 14.57% over 2004-05.
5. Data for Displaced Homemakers is a very small number of students (10 out of 15,841), which
is not a statistically reliable sample. LEP had a 0.56% increase over 2004-05.
6. Data for Displaced Homemakers is a statistically insignificant number (1 student out of 2,275),
which is not a reliable sample.
FY 2006 Arizona CAR Narrative – Page 14
C. Definitions
• Secondary and Postsecondary Vocational participant – A student who enrolled in
at least one vocational-technical education course.
• Vocational concentrator
Secondary: A student who achieves two transcript Carnegie units/credits in a single
CTE program is a concentrator. One unit/credit must be in a Level III course.
Postsecondary: student enrolled in the State threshold level of vocational education:
• A minimum of seven vocational credit hours in the same vocational area
prefix;
• A minimum of one state-designated course in English or math,
technical/business English, technical math, integrated academic/occupational
course at or above the 100 level, or demonstrated proficiency by assessment;
• Both of the above must be obtained within the five previous years including
the reporting period.
• Vocational completer:
Secondary: a concentrator who passes the state-adopted technical assessment(s) or,
in the absence of a state technical assessment, a concentrator who passes at least 80%
of the total program competencies and is documented as attaining at least 80% of the
Career Preparation Level III program competencies in an approved CTE program.
Postsecondary: a student in an occupational education program who has:
• Attained the “State Threshold Level of Vocational Education,” and
• Received a postsecondary degree, certificate, or credential, including industry-certified
certificate or credential and stopped program participation during the
reporting year, or
• Successfully completed 18 credit hours with a grade of “C” or better within a
vocational career cluster within 5 years and stopped program participation
during the reporting year.
• Tech-Prep student: The Tech Prep secondary student is anyone enrolled in a Tech
Prep program as identified by the local Tech Prep Consortium Director as having a
written articulation agreement on file showing non-redundant curricular flow with a
college, whether or not the student earns college credit.
FY 2006 Arizona CAR Narrative – Page 15
D. Measurement Approaches (as negotiated/defined in Arizona’s 2002 - 2004 State Plan)
Core Sub-
Indicator Measurement Definition Measurement
Approach
1S1
Secondary
Academic
Attainment
Numerator - Number of CTE program concentrators who leave
secondary education in the reporting year, that meet or exceed all
the state writing standards, as assessed by the Arizona Instrument
to Measure Standards (AIMS) test.
Denominator: Number of CTE program concentrators who leave
secondary education in the reporting year, and take the writing
standard, as assessed by the Arizona Instrument to Measure
Standards (AIMS) test.
1
1S2
Secondary
Technical
Attainment
Numerator: Number of program concentrators who leave
secondary education in the reporting year that pass a state-adopted
proficiency assessment or in the absence of such an
assessment, have documented attainment of at least 80% of the
occupational Level III program competencies.
Denominator: Number of concentrators who leave secondary
education in the reporting year.
4
1S2
Secondary
Technical
Attainment
Numerator: Number of program concentrators who leave
secondary education in the reporting year that pass a state-adopted
proficiency assessment or in the absence of such an
assessment, have documented attainment of at least 80% of the
occupational Level III program competencies.
Denominator: Number of concentrators who leave secondary
education in the reporting year.
4
2S2 (optional)
Sec
Completion &
Certification
Numerator:
Denominator:
2S2 (optional)
3S1
Secondary
Placement
Numerator: Number of program completers who graduated in
the previous year and were placed in postsecondary education,
advanced training, military service or employment in the
reporting year.
Denominator: Number of program completers who graduated
last year.
1
FY 2006 Arizona CAR Narrative – Page 16
Core Sub-
Indicator
Measurement Definition Measurement
Approach
4S1
Secondary
NT
Participation
Numerator: Number of non-traditional male and non-traditional
female students enrolled in non-traditional Level III VTE courses
in the reporting year.
Denominator: Number of students enrolled in the non-traditional
Level III VTE courses in the reporting year.
1
4S2
Secondary
NT
Completion
Numerator: Number of non-trad program concentrators who
leave secondary education in the reporting year that pass a state-adopted
proficiency assessment or in the absence of such an
assessment, have documented attainment of at least 80% of the
occupational Level III program competencies.
Denominator: Number of students completing a non-traditional
VTE program in the reporting year.
1
Additional
Measure
For 1S1
Academic
Attainment
Numerator - Number of CTE program concentrators who leave
secondary education in the reporting year, that meet or exceed all
the state reading standards, as assessed by the Arizona Instrument
to Measure Standards (AIMS) test.
Denominator: Number of CTE program concentrators who leave
secondary education in the reporting year, and take the reading
standard, as assessed by the Arizona Instrument to Measure
Standards (AIMS) test.
1
1P1
Post-
Secondary
Academic
Attainment
Numerator: Number of vocational program adult learners who
(1) achieve the state defined threshold level of course taking; (2)
attain a "C" or better in all state designated academic courses;
and (3) have stopped program participation in the reporting year.
Denominator: Number of vocational program adult learners
who (1) achieve the state defined threshold level of course
taking; and (2) stopped program participation in the reporting
year.
5
6
1P2
Post-
Secondary
Technical
Attainment
Numerator: Number of vocational program adult learners who
(1) achieve the state-defined threshold level of course taking; (2)
have met program-defined and industry-validated occupational
skills standards in all occupational courses with a "C" or better;
and (3) have stopped program participation in the reporting year.
Denominator: Number vocational program adult learners who
(1) achieve the state defined threshold level of course taking and
(2) have stopped program participation in the reporting year.
5
6
FY 2006 Arizona CAR Narrative – Page 17
Core Sub-
Indicator
Measurement Definition Measurement
Approach
2P1
Post-
Secondary
Degree
Credential
Numerator: Number of vocational program adult learners who
(1) earned 18 credits within a program cluster and left
postsecondary education in the reporting year, or (2) received a
postsecondary degree, certificate, or credential and left the
postsecondary program in the reporting year
Denominator: Number of vocational program adult learners
who achieved the state-defined threshold level and leave a
postsecondary program in the reporting year.
1
3P1
Post-
Secondary
Placement
Numerator: Number of vocational program adult learners who:
(1) completed a program in the previous reporting year; and (2)
were placed in further postsecondary education, advanced
training, employment, and/or military service three months after
stopping participation in the program.
Denominator: Number of vocational program adult learners who
completed a program in the previous reporting year. (The
numerator from 2P1 the previous year.)
1, 3
3P2
Post-
Secondary
Retention
Numerator: Number of vocational program adult learners who:
(1) completed a program in the previous reporting year; and (2)
were placed in further postsecondary education, advanced
training, employment, and/or military service three months after
stopping participation in the program and (3) remained in that
placement for an additional six months.
Denominator: Number of vocational program adult learners who
completed a postsecondary program in the previous reporting
year and were placed three months after stopping participation in
the program.
3P2
Post-Secondary
Retention
4P1
Post-
Secondary
NT
Participation
Numerator: Number of males in female dominated occupational
programs and number of females in male dominated occupational
programs participating in non-traditional programs in the
reporting year.
Denominator: Number of adult learners who participated in
non-traditional programs in the reporting year.
4P1
Post-Secondary
NT
Participation
4P2
Post-
Secondary
NT
Completion
Numerator: Number of males in female dominated occupational
programs and number of females in male dominated occupational
programs completing non-traditional programs in the reporting
year.
Denominator: Number of adult learners who completed non-traditional
programs in the reporting year.
1
FY 2006 Arizona CAR Narrative – Page 18
E. Improvement Strategies (Perkins Accountability Data)
Secondary:
• Collaboration among business leaders, the ADE, Arizona State University and the
University of Arizona is underway to establish the Arizona Skills Standards
Commission (ASSC). Directed by Dr. Margaret Mangini, the commission will
certify industry standards, validate assessments and credential students that pass the
assessments. Starting in FY 2008, standard tracking will transition to CTE
assessments. Arizona’s program concentrators must pass an ASSC end-of-program
assessment to attain vocational (program) completer status.
• Training to enhance data quality and use the outcomes to improve programs continues
statewide. Strategies to improve data quality center on proactive technical assistance
before the reporting deadline and data quality reviews after the reporting deadline.
The conditions that identify a district or program candidate as needing proactive
technical assistance can include any of the following:
o A previous Concentrator reporting error rate greater than 10%;
o A previous Placement reporting error rate greater than 10%;
o New administrator reporting CTE results for the first or second time;
o Previously inaccurate special populations reporting;
o Late reporting or a request for an extension of the reporting deadline; and
o Previously inconsistent course and program enrollment reports.
• SEA on-line report systems monitor for errors, which generate notices to the LEA for
correction. This system allows early intervention, enables timely corrective action
and streamlines steps for accurate funding. Automated program checks ensure the
essential elements of an approved program--sufficient size, scope and sequence--are
in place before funding notification. SEA error reports match enrollment and
performance data to approve and fund programs. System refinements continue.
• Internal programming searches performance measures data for active programs that
have not submitted concentrator information; programs that have not submitted
placement information; inactive programs with performance data; and duplicate
concentrator records submitted from different schools for the same student.
• On-line reporting of articulated enrollment (two or more schools sharing a program’s
sequence) automatically identifies the school responsible for reporting to the SEA.
• LEAs may “practice” accountability reporting using a “sample school” identity. This
is anther on-line training venue for LEAs that anticipate applying for BG/CTE funds.
• Arizona maintains detailed user manuals for electronic enrollment reporting and
performance measures data. All manuals are available on the CTE web site
(http://www.ade.az.gov/cte/DIG/). All LEAs receive print publications as well.
• CTE Division imports data from other ADE Divisions to eliminate data entry errors.
• CTE collects Tech Prep articulation information during on-site visits.
Postsecondary: Discussions, on-site technical assistance and training continue with
Institutional Research, occupational deans and other administrators regarding compliance,
monitoring, data quality and annual evaluations to address continuous data improvement.
V. Monitoring Follow-up - Arizona did not have a monitoring visit in 2006.
FY 2006 Arizona CAR Narrative – Page 19
VI. Workforce Investment Act Incentive Grant Award Results
The three partner programs in Arizona that exceeded performance measures to qualify to
apply for Program Year 2004 (PY04) WIA Incentive Grant funds were Adult Education
Services (AES), Career and Technical Education (CTE), and the Workforce Investment
Act (WIA). These WIA Incentive Grant funds provide the Arizona Workforce
Connection (AWC) system an opportunity to enhance coordination of education and
workforce services and referrals among partners.
Serving as a design taskforce, representatives from AES, CTE and state and local area
WIA staff determined that since Arizona suffers from a critical shortage of allied health
and healthcare workers, the grant project should address that need. Workers need both
job specific and literacy skills to be successful. The extraordinary demand for adult
literacy classes has created waiting lists for enrollment that extend to two years in many
parts of the state. Furthermore, there is a shortage of post-secondary allied healthcare
training opportunities. The project provides a comprehensive process to improve system
performance and address the needs of Arizona in innovative ways.
The taskforce developed this integrated healthcare initiative that crosses program
boundaries in both urban and rural settings. The project incorporates priority service
delivery for individuals who are low income, employed entry-level workers, displaced
homemakers, basic skills deficient (Adult Basic Education, ABE and Adult Secondary
Education, ASE) and/or in need of English Language Acquisition for Adults (ELAA)
program services. The project provides allied health and healthcare education and
employment opportunities to youth and adults through expanded involvement in
occupational education programs at secondary and post-secondary institutions.
Individuals can enter through any partner door – truly a “no wrong door” approach. Each
partner will be responsible for providing services and referring to other partners for
services, depending on each individual’s needs.
LEVEL STUDENT POPULATION Grand Total
(Unduplicated
count)
Agri., Food, &
Nat.
Resources
Archit., &
Const.
Arts, A/V
Tech., &
Comm.
Bus.,
Manag'nt., &
Admin.
Education, &
Training
Finance Gov't., &
Public
Admin.
Health
Science
Hospitality
& Tourism
Human
Services
Info. Tech. Law, Public
Safety, &
Security
Manufact. Marketing,
Sales, &
Services
Science, Tech.,
Engineering, &
Math
Transp.,
Distrib., &
Logistics
1 A B C D E F G H I J K L M N O P Q
Male 93,442 2,781 8,753 8,233 10,341 1,899 392 86 6,977 5,330 1,045 12,693 11,364 8,164 3,993 2,387 9,004
Female 94,734 2,034 1,576 12,116 12,686 6,688 414 369 22,494 7,578 6,807 6,947 5,558 1,288 4,449 1,893 1,837
Gender Unknown 314 1 8 32 36 24 0 1 24 8 8 77 23 13 0 16 43
GRAND TOTAL 188,490 4,816 10,337 20,381 23,063 8,611 806 456 29,495 12,916 7,860 19,717 16,945 9,465 8,442 4,296 10,884
2 Male 41,941 2,165 4,350 4,774 3,440 142 248 647 4,138 540 4,909 1,012 5,720 3,814 0 6,042
3 Female 34,568 1,494 574 6,748 3,864 653 262 2,125 5,757 5,374 1,507 629 890 3,966 0 725
4 Gender Unknown 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
5
Total
NOTE: On some computers, you
need to use TAB key after entering
numbers to auto-calculate.
76,509 3,659 4,924 11,522 7,304 795 510 0 2,772 9,895 5,914 6,416 1,641 6,610 7,780 0 6,767
6 American Indian or Alaska Native 6,044 298 725 675 715 65 14 0 164 617 358 473 145 988 180 0 627
7 Asian or Pacific Islander 1,753 44 61 284 179 20 18 0 96 219 91 281 15 102 239 0 104
8 Black, non-Hispanic 3,599 93 176 474 356 26 31 0 143 744 359 244 57 174 536 0 186
9 Hispanic 25,225 849 1,613 3,282 3,098 166 250 0 828 3,564 2,462 1,325 707 2,224 2,409 0 2,448
10 White, non-Hispanic 39,888 2,375 2,349 6,807 2,956 518 197 0 1,541 4,751 2,644 4,093 717 3,122 4,416 0 3,402
11 Unknown/Other 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
12 Individuals With Disabilities 5,546 400 579 687 289 30 6 0 55 1,034 476 337 90 642 243 0 678
13 Economically Disadvantaged 5,388 207 475 469 895 9 38 0 154 680 561 324 171 617 338 0 450
14 Nontraditional Enrollees 10,749 1,494 574 4,601 0 142 0 0 1,116 0 540 38 629 890 0 0 725
15 Single Parents 89 8 1 4 16 2 1 0 1 5 29 7 3 1 11 0 0
16 Displaced Homemakers 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
17 Other Educational Barriers 6,225 174 381 598 659 32 138 0 93 1,155 629 355 145 654 618 0 594
18 Limited English Proficient 2,093 50 154 235 392 7 9 0 29 287 245 108 36 188 155 0 198
Additional Information:
SECOND
A
RY
The above counts reflect secondary CTE concentrators.
VOCATIONAL-TECHNICAL EDUCATION BASIC GRANT STUDENT ENROLLMENT REPORT
STATE: Arizona
PROGRAM YEAR: 2005-2006
LEVEL: SECONDARY
OMB NO: 1830-0503
All
(Sec
+Psec
+Adult)
LEVEL STUDENT POPULATION Grand Total
(Unduplicated
count)
Agri., Food, &
Nat.
Resources
Archit., &
Const.
Arts, A/V
Tech., &
Comm.
Bus.,
Manag'nt., &
Admin.
Education, &
Training
Finance Gov't., &
Public
Admin.
Health
Science
Hospitality
& Tourism
Human
Services
Info. Tech. Law, Public
Safety, &
Security
Manufact. Marketing,
Sales, &
Services
Science, Tech.,
Engineering, &
Math
Transp.,
Distrib., &
Logistics
1 A B C D E F G H I J K L M N O P Q
Male 93,442 2,781 8,753 8,233 10,341 1,899 392 86 6,977 5,330 1,045 12,693 11,364 8,164 3,993 2,387 9,004
Female 94,734 2,034 1,576 12,116 12,686 6,688 414 369 22,494 7,578 6,807 6,947 5,558 1,288 4,449 1,893 1,837
Gender Unknown 314 1 8 32 36 24 0 1 24 8 8 77 23 13 0 16 43
GRAND TOTAL 188,490 4,816 10,337 20,381 23,063 8,611 806 456 29,495 12,916 7,860 19,717 16,945 9,465 8,442 4,296 10,884
2 Male 51,501 616 4,403 3,459 6,901 1,757 144 86 6,330 1,192 505 7,784 10,352 2,444 179 2,387 2,962
3 Female 60,166 540 1,002 5,368 8,822 6,035 152 369 20,369 1,821 1,433 5,440 4,929 398 483 1,893 1,112
4 Gender Unknown 314 1 8 32 36 24 0 1 24 8 8 77 23 13 0 16 43
5
Total
NOTE: On some computers, you
need to use TAB key after entering
numbers to auto-calculate.
111,981 1,157 5,413 8,859 15,759 7,816 296 456 26,723 3,021 1,946 13,301 15,304 2,855 662 4,296 4,117
6 American Indian or Alaska Native 6,462 39 499 203 969 948 2 27 1,194 238 114 747 790 379 28 162 123
7 Asian or Pacific Islander 3,338 17 103 251 574 131 15 11 977 76 22 430 319 57 19 186 150
8 Black, non-Hispanic 6,461 34 282 347 1,016 245 24 61 1,662 297 139 867 801 132 45 180 329
9 Hispanic 23,765 177 1,464 2,175 3,519 2,290 51 123 5,281 590 599 2,081 2,940 463 114 1,104 794
10 White, non-Hispanic 64,090 824 2,808 5,259 8,634 3,806 184 201 16,285 1,639 1,009 7,173 9,514 1,594 415 2,313 2,432
11 Unknown/Other 7,865 66 257 624 1,047 396 20 33 1,324 181 63 2,003 940 230 41 351 289
12 Individuals With Disabilities 1,966 26 85 244 269 131 2 20 391 40 59 310 184 66 8 77 54
13 Economically Disadvantaged 20,130 142 404 2,007 3,060 1,203 30 163 6,505 245 754 2,411 1,635 212 126 806 427
14 Nontraditional Enrollees 15,372 430 603 439 596 526 0 0 5,183 27 85 1,515 3,971 359 14 1,081 543
15 Single Parents 1,538 5 25 360 269 96 0 3 270 26 70 132 125 7 0 122 28
16 Displaced Homemakers 99 1 2 8 28 7 0 0 16 2 2 30 3 0 0 0 0
17 Other Educational Barriers 10,127 33 172 2,910 1,393 870 1 12 1,231 97 270 1,189 743 142 10 885 169
18 Limited English Proficient 2,002 23 100 136 409 327 6 20 447 25 21 231 78 30 20 83 46
Additional Information:
POSTSECOND
A
RY
The Postsecondary Basic Grant Enrollment Grand Total should be 118,712 Students (54,120 Males, 64,153 Females, 349 Unknown Gender) 6,731 students (2,709 Males, 3,987 Females, 35 Unknown Gender) remain in the "Other, Non-Defined" cluster and are not included in this postsecondary
total.
Race/Ethnicity for "Other, Non-Defined" as follows: Amer Indian/Alaska Native 170; Asian/Pacif Islander 215; Black Non-Hisp 301; Hispanic/Latino 2008; White Non-Hisp 3614; Unknown 423
Special Populations for "Other, Non-Defined" as follows: Disabilities 164; Econ Disadv 1459; Nontrad Enrollee 14; Single Parents 307; Displaced Homemakers 10; Other Ed Barriers 2422; Limited English Proficient 160
VOCATIONAL-TECHNICAL EDUCATION BASIC GRANT STUDENT ENROLLMENT REPORT
STATE: Arizona
PROGRAM YEAR: 2005-2006
LEVEL: POSTSECONDARY
OMB NO: 1830-0503
All
(Sec
+Psec
+Adult)
LEVEL STUDENT POPULATION Grand Total
(Unduplicated
count)
Agri., Food, &
Nat.
Resources
Archit., &
Const.
Arts, A/V
Tech., &
Comm.
Bus.,
Manag'nt., &
Admin.
Education, &
Training
Finance Gov't., &
Public
Admin.
Health
Science
Hospitality
& Tourism
Human
Services
Info. Tech. Law, Public
Safety, &
Security
Manufact. Marketing,
Sales, &
Services
Science, Tech.,
Engineering, &
Math
Transp.,
Distrib., &
Logistics
1 A B C D E F G H I J K L M N O P Q
Male 93,442 2,781 8,753 8,233 10,341 1,899 392 86 6,977 5,330 1,045 12,693 11,364 8,164 3,993 2,387 9,004
Female 94,734 2,034 1,576 12,116 12,686 6,688 414 369 22,494 7,578 6,807 6,947 5,558 1,288 4,449 1,893 1,837
Gender Unknown 314 1 8 32 36 24 0 1 24 8 8 77 23 13 0 16 43
GRAND TOTAL 188,490 4,816 10,337 20,381 23,063 8,611 806 456 29,495 12,916 7,860 19,717 16,945 9,465 8,442 4,296 10,884
2 Male
3 Female
4 Gender Unknown
5
Total
NOTE: On some computers, you
need to use TAB key after entering
numbers to auto-calculate.
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
6 American Indian or Alaska Native
7 Asian or Pacific Islander
8 Black, non-Hispanic
9 Hispanic
10 White, non-Hispanic
11 Unknown/Other
12 Individuals With Disabilities
13 Economically Disadvantaged
14 Nontraditional Enrollees
15 Single Parents
16 Displaced Homemakers
17 Other Educational Barriers
18 Limited English Proficient
Additional Information:
A
DULT VOCATIONAL-TECHNICAL EDUCATION BASIC GRANT STUDENT ENROLLMENT REPORT
STATE: Arizona
PROGRAM YEAR: 2005-2006
LEVEL: ADULT
OMB NO: 1830-0503
All
(Sec
+Psec
+Adult)
LEVEL STUDENT POPULATION Grand Total
(Unduplicated
count)
Agri., Food, &
Nat.
Resources
Archit., &
Const.
Arts, A/V
Tech., &
Comm.
Bus.,
Manag'nt., &
Admin.
Education, &
Training
Finance Gov't., &
Public
Admin.
Health
Science
Hospitality
& Tourism
Human
Services
Info. Tech. Law, Public
Safety, &
Security
Manufact. Marketing,
Sales, &
Services
Science, Tech.,
Engineering, &
Math
Transp.,
Distrib., &
Logistics
1 A B C D E F G H I J K L M N O P Q
Male 31,734 1,385 2,325 3,409 2,465 186 183 1 645 2,666 356 4,802 1,258 4,879 1,921 173 5,080
Female 24,493 933 328 4,350 2,837 783 207 14 2,458 3,619 3,198 1,490 586 772 2,176 149 593
Gender Unknown 11 0 0 5 0 2 0 0 3 0 0 1 0 0 0 0 0
GRAND TOTAL 56,238 2,318 2,653 7,764 5,302 971 390 15 3,106 6,285 3,554 6,293 1,844 5,651 4,097 322 5,673
2 Male 28,329 1,341 2,088 3,039 1,927 81 179 0 342 2,570 338 4,312 748 4,609 1,896 0 4,859
3 Female 20,818 887 279 3,925 2,240 396 205 0 1,295 3,513 3,119 1,252 371 719 2,049 0 568
4 Gender Unknown 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
5
Total
NOTE: On some computers, you
need to use TAB key after entering
numbers to auto-calculate.
49,147 2,228 2,367 6,964 4,167 477 384 0 1,637 6,083 3,457 5,564 1,119 5,328 3,945 0 5,427
6 American Indian or Alaska Native 3,559 107 412 327 455 52 12 0 115 434 238 228 16 779 104 0 280
7 Asian or Pacific Islander 1,251 26 25 202 101 12 13 0 65 147 68 275 13 87 120 0 97
8 Black, non-Hispanic 2,088 66 85 253 174 13 23 0 91 434 175 212 36 121 252 0 153
9 Hispanic 15,672 598 758 1,905 1,626 89 225 0 514 1,969 1,254 1,204 492 1,696 1,382 0 1,960
10 White, non-Hispanic 26,577 1,431 1,087 4,277 1,811 311 111 0 852 3,099 1,722 3,645 562 2,645 2,087 0 2,937
11 Unknown/Other 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
12 Individuals With Disabilities 3,833 264 337 430 198 12 5 0 28 694 322 306 32 555 116 0 534
13 Economically Disadvantaged 2,831 150 261 315 299 7 34 0 124 259 179 227 81 479 102 0 314
14 Nontraditional Enrollees 6,830 887 279 3,037 0 81 0 0 525 0 338 25 371 719 0 0 568
15 Single Parents 30 1 0 2 1 0 1 0 0 2 17 1 3 1 1 0 0
16 Displaced Homemakers 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
17 Other Educational Barriers 3,438 86 192 305 233 10 133 0 55 513 255 330 112 415 337 0 462
18 Limited English Proficient 996 16 75 135 131 3 8 0 20 104 110 65 16 123 85 0 105
Additional Information:
SECOND
A
RY
The above counts reflect secondary CTE concentrators.
VOCATIONAL-TECHNICAL EDUCATION TECH PREP STUDENT ENROLLMENT REPORT
STATE: Arizona
PROGRAM YEAR: 2005-2006
LEVEL: SECONDARY
OMB NO: 1830-0503
All
(Sec
+Psec
+Adult)
LEVEL STUDENT POPULATION Grand Total
(Unduplicated
count)
Agri., Food, &
Nat.
Resources
Archit., &
Const.
Arts, A/V
Tech., &
Comm.
Bus.,
Manag'nt., &
Admin.
Education, &
Training
Finance Gov't., &
Public
Admin.
Health
Science
Hospitality
& Tourism
Human
Services
Info. Tech. Law, Public
Safety, &
Security
Manufact. Marketing,
Sales, &
Services
Science, Tech.,
Engineering, &
Math
Transp.,
Distrib., &
Logistics
1 A B C D E F G H I J K L M N O P Q
Male 31,734 1,385 2,325 3,409 2,465 186 183 1 645 2,666 356 4,802 1,258 4,879 1,921 173 5,080
Female 24,493 933 328 4,350 2,837 783 207 14 2,458 3,619 3,198 1,490 586 772 2,176 149 593
Gender Unknown 11 0 0 5 0 2 0 0 3 0 0 1 0 0 0 0 0
GRAND TOTAL 56,238 2,318 2,653 7,764 5,302 971 390 15 3,106 6,285 3,554 6,293 1,844 5,651 4,097 322 5,673
2 Male 3,405 44 237 370 538 105 4 1 303 96 18 490 510 270 25 173 221
3 Female 3,675 46 49 425 597 387 2 14 1,163 106 79 238 215 53 127 149 25
4 Gender Unknown 11 0 0 5 0 2 0 0 3 0 0 1 0 0 0 0 0
5
Total
NOTE: On some computers, you
need to use TAB key after entering
numbers to auto-calculate.
7,091 90 286 800 1,135 494 6 15 1,469 202 97 729 725 323 152 322 246
6 American Indian or Alaska Native 564 5 40 27 93 66 0 2 66 35 6 59 44 88 10 13 10
7 Asian or Pacific Islander 144 1 1 17 24 1 0 0 42 2 0 25 6 8 1 12 4
8 Black, non-Hispanic 178 1 6 21 32 4 2 0 42 9 5 21 12 3 2 14 4
9 Hispanic 2,005 17 83 256 298 236 1 6 421 45 38 155 216 35 23 104 71
10 White, non-Hispanic 3,853 62 141 439 605 172 3 7 852 102 45 412 420 167 107 167 152
11 Unknown/Other 347 4 15 40 83 15 0 0 46 9 3 57 27 22 9 12 5
12 Individuals With Disabilities 284 7 14 33 30 8 0 1 36 9 4 41 30 40 6 12 13
13 Economically Disadvantaged 1,161 9 27 147 199 87 0 4 262 14 53 139 105 15 7 59 34
14 Nontraditional Enrollees 911 40 26 22 85 15 0 0 258 6 4 98 187 51 1 98 20
15 Single Parents 40 1 0 13 3 1 0 0 11 0 0 5 2 0 0 4 0
16 Displaced Homemakers 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0
17 Other Educational Barriers 1,018 6 17 323 144 104 0 0 69 13 10 127 75 14 1 100 15
18 Limited English Proficient 211 3 17 9 31 15 0 0 64 2 1 17 17 13 5 6 11
Additional Information:
POSTSECOND
A
RY
The Postsecondary Tech Prep Enrollment Grand Total should be 7,770 total students (3,754 Males, 4,004 Females, 12 Unknown Gender) 679 Students (349 Males, 329 Females, 1 Unknown Gender) remain in the "Other, Non-Defined" cluster and are not included in this postsecondary total.
Race/Ethnicity for "Other, Non-Defined" as follows: Amer Indian/Alaska Native 10; Asian/Pacif Islander 16; Black Non-Hisp 21; Hispanic/Latino 278; White Non-Hisp 318; Unknown 36
Special Populations for "Other, Non-Defined" as follows: Disabilities 26; Econ Disadv 141; Nontrad Enrollee 1; Single Parents 8; Displaced Homemakers 0; Other Ed Barriers 343; Limited English Proficient 1
VOCATIONAL-TECHNICAL EDUCATION TECH PREP STUDENT ENROLLMENT REPORT
STATE: Arizona
PROGRAM YEAR: 2005-2006
LEVEL: POSTSECONDARY
OMB NO: 1830-0503
All
(Sec
+Psec
+Adult)
LEVEL STUDENT POPULATION Grand Total
(Unduplicated
count)
Agri., Food, &
Nat.
Resources
Archit., &
Const.
Arts, A/V
Tech., &
Comm.
Bus.,
Manag'nt., &
Admin.
Education, &
Training
Finance Gov't., &
Public
Admin.
Health
Science
Hospitality
& Tourism
Human
Services
Info. Tech. Law, Public
Safety, &
Security
Manufact. Marketing,
Sales, &
Services
Science, Tech.,
Engineering, &
Math
Transp.,
Distrib., &
Logistics
1 A B C D E F G H I J K L M N O P Q
Male 31,734 1,385 2,325 3,409 2,465 186 183 1 645 2,666 356 4,802 1,258 4,879 1,921 173 5,080
Female 24,493 933 328 4,350 2,837 783 207 14 2,458 3,619 3,198 1,490 586 772 2,176 149 593
Gender Unknown 11 0 0 5 0 2 0 0 3 0 0 1 0 0 0 0 0
GRAND TOTAL 56,238 2,318 2,653 7,764 5,302 971 390 15 3,106 6,285 3,554 6,293 1,844 5,651 4,097 322 5,673
2 Male
3 Female
4 Gender Unknown
5
Total
NOTE: On some computers, you
need to use TAB key after entering
numbers to auto-calculate.
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
6 American Indian or Alaska Native
7 Asian or Pacific Islander
8 Black, non-Hispanic
9 Hispanic
10 White, non-Hispanic
11 Unknown/Other
12 Individuals With Disabilities
13 Economically Disadvantaged
14 Nontraditional Enrollees
15 Single Parents
16 Displaced Homemakers
17 Other Educational Barriers
18 Limited English Proficient
Additional Information:
A
DULT VOCATIONAL-TECHNICAL EDUCATION TECH PREP STUDENT ENROLLMENT REPORT
STATE: Arizona
PROGRAM YEAR: 2005-2006
LEVEL: ADULT
OMB NO: 1830-0503
All
(Sec
+Psec
+Adult)
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 17,324 18,707 76.17% 92.61% E
2 Male 8932 9827 90.89%
3 Female 8392 8880 94.50%
4 Gender Unknown 0 0 0.00%
5 American Indian or Alaska Native 1429 1679 85.11%
6 Asian or Pacific Islander 427 450 94.89%
7 Black, non-Hispanic 685 746 91.82%
8 Hispanic 4999 5547 90.12%
9 White, non Hispanic 9784 10287 95.11%
10 Unknown/Other 0 0 0.00%
11 Individuals With Disabilities 638 1019 62.61%
12 Economically Disadvantaged 367 385 95.32%
13 Single Parents 11 16 68.75%
14 Displaced Homemakers 0 0 0.00%
15 Other Educational Barriers 1021 1143 89.33%
16 Limited English Proficient 434 507 85.60%
17 Nontraditional Enrollees 2496 2617 95.38%
18 TECH PREP 11393 12228 93.17%
FORM IV, Page 1
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #1: ATTAINMENT OF ACADEMIC SKILLS (1S1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
Additional Information:
Level Population
ACADEMIC ATTAINMENT - SECONDARY (1S1)
SECOND
A
RY
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 13,808 16,771 90.29% 82.33% D
2 Male 5,971 7,308 81.70%
3 Female 7,806 9,414 82.92%
4 Gender Unknown 31 49 63.27%
5 American Indian or Alaska Native 496 698 71.06%
6 Asian or Pacific Islander 400 458 87.34%
7 Black, non-Hispanic 496 879 56.43%
8 Hispanic 696 879 79.18%
9 White, non Hispanic 3,262 4,149 78.62%
10 Unknown/Other 596 735 81.09%
11 Individuals With Disabilities 310 407 76.17%
12 Economically Disadvantaged 3,335 4,287 77.79%
13 Single Parents 118 153 77.12%
14 Displaced Homemakers 17 24 70.83%
15 Other Educational Barriers 1,371 1,737 78.93%
16 Limited English Proficient 449 550 81.64%
17 Nontraditional Enrollees 1,575 1,866 84.41%
18 TECH PREP 929 1,142 81.35%
FORM IV, Page 2
OMB NO: 1830-0503
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
Level Population
ACADEMIC ATTAINMENT - POSTSECONDARY (1P1)
CORE INDICATOR #1: ATTAINMENT OF ACADEMIC SKILLS (1P1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
* All Cells must have either a number or "N/P"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 0 0 #N/A 0.00% #N/A
2 Male 0.00%
3 Female 0.00%
4 Gender Unknown 0.00%
5 American Indian or Alaska Native 0.00%
6 Asian or Pacific Islander 0.00%
7 Black, non-Hispanic 0.00%
8 Hispanic 0.00%
9 White, non Hispanic 0.00%
10 Unknown/Other 0.00%
11 Individuals With Disabilities 0.00%
12 Economically Disadvantaged 0.00%
13 Single Parents 0.00%
14 Displaced Homemakers 0.00%
15 Other Educational Barriers 0.00%
16 Limited English Proficient 0.00%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 0.00%
FORM IV, Page 3
OMB NO: 1830-0503
Level Population
ACADEMIC ATTAINMENT - ADULT (1A1)
CORE INDICATOR #1: ATTAINMENT OF ACADEMIC SKILLS (1A1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
* All Cells must have either a number or "N/P". States not reporting Adult data may leave this form blank.
A
DULT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level
Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 13,645 19,551 59.90% 69.79% E
2 Male 7168 10318 69.47%
3 Female 6477 9233 70.15%
4 Gender Unknown 0 0 0.00%
5 American Indian or Alaska Native 1014 1739 58.31%
6 Asian or Pacific Islander 462 597 77.39%
7 Black, non-Hispanic 530 789 67.17%
8 Hispanic 3959 5769 68.63%
9 White, non Hispanic 7680 10657 72.07%
10 Unknown/Other 0 0 0.00%
11 Individuals With Disabilities 738 1084 68.08%
12 Economically Disadvantaged 351 398 88.19%
13 Single Parents 17 20 85.00%
14 Displaced Homemakers 0 0 0.00%
15 Other Educational Barriers 808 1200 67.33%
16 Limited English Proficient 394 526 74.90%
17 Nontraditional Enrollees 1917 2713 70.66%
18 TECH PREP 9171 12786 71.73%
FORM IV, Page 4
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #1: ATTAINMENT OF VOCATIONAL SKILLS (1S2)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
SKILL ATTAINMENT - SECONDARY (1S2)
Level Population
SECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 14,225 16,771 92.50% 84.82% D
2 Male 6,163 7,308 84.33%
3 Female 8,022 9,414 85.21%
4 Gender Unknown 40 49 81.63%
5 American Indian or Alaska Native 549 698 78.65%
6 Asian or Pacific Islander 397 458 86.68%
7 Black, non-Hispanic 746 879 84.87%
8 Hispanic 3,226 4,149 77.75%
9 White, non Hispanic 8,668 9,848 88.02%
10 Unknown/Other 613 735 83.40%
11 Individuals With Disabilities 333 407 81.82%
12 Economically Disadvantaged 3,457 4,287 80.64%
13 Single Parents 119 153 77.78%
14 Displaced Homemakers 18 24 75.00%
15 Other Educational Barriers 1,323 1,737 76.17%
16 Limited English Proficient 372 550 67.64%
17 Nontraditional Enrollees 1,645 1,866 88.16%
18 TECH PREP 919 1,142 80.47%
FORM IV, Page 5
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #1: ATTAINMENT OF VOCATIONAL SKILLS (1P2)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
Level Population
SKILL ATTAINMENT - POSTSECONDARY (1P2)
POSTSECOND
A
RY
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level
Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 0 0 #N/A 0.00% #N/A
2 Male 0.00%
3 Female 0.00%
4 Gender Unknown 0.00%
5 American Indian or Alaska Native 0.00%
6 Asian or Pacific Islander 0.00%
7 Black, non-Hispanic 0.00%
8 Hispanic 0.00%
9 White, non Hispanic 0.00%
10 Unknown/Other 0.00%
11 Individuals With Disabilities 0.00%
12 Economically Disadvantaged 0.00%
13 Single Parents 0.00%
14 Displaced Homemakers 0.00%
15 Other Educational Barriers 0.00%
16 Limited English Proficient 0.00%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 0.00%
FORM IV, Page 6
OMB NO: 1830-0503
CORE INDICATOR #1: ATTAINMENT OF VOCATIONAL SKILLS (1A2)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
Additional Information:
* All Cells must have either a number or "N/P". States not reporting Adult data may leave this form blank.
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
Level Population
SKILL ATTAINMENT - ADULT (1A2)
A
DULT
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 18,882 19,551 97.98% 96.58% D
2 Male 9893 10318 95.88%
3 Female 8989 9233 97.36%
4 Gender Unknown 0 0 0.00%
5 American Indian or Alaska Native 1637 1739 94.13%
6 Asian or Pacific Islander 593 597 99.33%
7 Black, non-Hispanic 769 789 97.47%
8 Hispanic 5551 5769 96.22%
9 White, non Hispanic 10332 10657 96.95%
10 Unknown/Other 0 0 0.00%
11 Individuals With Disabilities 1039 1084 95.85%
12 Economically Disadvantaged 392 398 98.49%
13 Single Parents 18 20 90.00%
14 Displaced Homemakers 0 0 0.00%
15 Other Educational Barriers 1141 1200 95.08%
16 Limited English Proficient 512 526 97.34%
17 Nontraditional Enrollees 2644 2713 97.46%
18 TECH PREP 12356 12786 96.64%
FORM IV, Page 7
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #2: COMPLETION (2S1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
Level Population
COMPLETION - SECONDARY (2S1)
SECOND
A
RY
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 8,660 16,771 34.03% 51.64% E
2 Male 3,781 7,308 51.74%
3 Female 4,857 9,414 51.59%
4 Gender Unknown 22 49 44.90%
5 American Indian or Alaska Native 328 698 46.99%
6 Asian or Pacific Islander 241 458 52.62%
7 Black, non-Hispanic 441 879 50.17%
8 Hispanic 2,201 4,149 53.05%
9 White, non Hispanic 5,036 9,848 51.14%
10 Unknown/Other 399 735 54.29%
11 Individuals With Disabilities 213 407 52.33%
12 Economically Disadvantaged 2,062 4,287 48.10%
13 Single Parents 93 153 60.78%
14 Displaced Homemakers 11 24 45.83%
15 Other Educational Barriers 1,187 1,737 68.34%
16 Limited English Proficient 332 550 60.36%
17 Nontraditional Enrollees 1,031 1,142 90.28%
18 TECH PREP 565 1,142 49.47%
FORM IV, Page 8
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #2: COMPLETION (2P1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
Level Population
COMPLETION - POSTSECONDARY (2P1)
POSTSECOND
A
RY
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 0 0 #N/A 0.00% #N/A
2 Male 0.00%
3 Female 0.00%
4 Gender Unknown 0.00%
5 American Indian or Alaska Native 0.00%
6 Asian or Pacific Islander 0.00%
7 Black, non-Hispanic 0.00%
8 Hispanic 0.00%
9 White, non Hispanic 0.00%
10 Unknown/Other 0.00%
11 Individuals With Disabilities 0.00%
12 Economically Disadvantaged 0.00%
13 Single Parents 0.00%
14 Displaced Homemakers 0.00%
15 Other Educational Barriers 0.00%
16 Limited English Proficient 0.00%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 0.00%
FORM IV, Page 9
OMB NO: 1830-0503
CORE INDICATOR #2: COMPLETION (2A1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
Additional Information:
* All Cells must have either a number or "N/P". States not reporting Adult data may leave this form blank.
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
Level Population
COMPLETION - ADULT (2A1)
A
DULT
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level
Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 0 0 #N/A 0.00% #N/A
2 Male 0 0 0.00%
3 Female 0 0 0.00%
4 Gender Unknown 0 0 0.00%
5 American Indian or Alaska Native 0 0 0.00%
6 Asian or Pacific Islander 0 0 0.00%
7 Black, non-Hispanic 0 0 0.00%
8 Hispanic 0 0 0.00%
9 White, non Hispanic 0 0 0.00%
10 Unknown/Other 0 0 0.00%
11 Individuals With Disabilities 0 0 0.00%
12 Economically Disadvantaged 0 0 0.00%
13 Single Parents 0 0 0.00%
14 Displaced Homemakers 0 0 0.00%
15 Other Educational Barriers 0 0 0.00%
16 Limited English Proficient 0 0 0.00%
17 Nontraditional Enrollees 0 0 0.00%
18 TECH PREP 0 0 0.00%
FORM IV, Page 10
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #2: DIPLOMA/CREDENTIAL (2S2)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
DIPLOMA - SECONDARY (2S2)
Level Population
SECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 8,544 12,392 68.71% 68.95% E
2 Male 4386 6496 67.52%
3 Female 4158 5896 70.52%
4 Gender Unknown 0 0 0.00%
5 American Indian or Alaska Native 510 898 56.79%
6 Asian or Pacific Islander 517 661 78.21%
7 Black, non-Hispanic 296 442 66.97%
8 Hispanic 2301 3490 65.93%
9 White, non Hispanic 4476 6397 69.97%
10 Unknown/Other 0 0 0.00%
11 Individuals With Disabilities 419 695 60.29%
12 Economically Disadvantaged 153 265 57.74%
13 Single Parents 18 24 75.00%
14 Displaced Homemakers 0 0 0.00%
15 Other Educational Barriers 491 794 61.84%
16 Limited English Proficient 294 480 61.25%
17 Nontraditional Enrollees 1360 1972 68.97%
18 TECH PREP 5814 8382 69.36%
FORM IV, Page 11
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #3: PLACEMENT (3S1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
TOTAL PLACEMENT - SECONDARY (3S1)
Level Population
SECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level
Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 6,039 12,392 N/A 48.73%
2 Male 2,896 6,496 44.58%
3 Female 3,143 5,896 53.31%
4 Gender Unknown 0 0 0.00%
5 American Indian or Alaska Native 338 898 37.64%
6 Asian or Pacific Islander 345 661 52.19%
7 Black, non-Hispanic 241 442 54.52%
8 Hispanic 1,578 3,490 45.21%
9 White, non Hispanic 3,211 6,397 50.20%
10 Unknown/Other 0 0 0.00%
11 Individuals With Disabilities 230 695 33.09%
12 Economically Disadvantaged 101 265 38.11%
13 Single Parents 9 24 37.50%
14 Displaced Homemakers 0 0 0.00%
15 Other Educational Barriers 301 794 37.91%
16 Limited English Proficient 233 480 48.54%
17 Nontraditional Enrollees 1,092 1,972 55.38%
18 TECH PREP 4,198 8,382 50.08%
FORM IV, Page 12
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #3: PLACEMENT (3S1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
PLACEMENT:Advanced Training - SECONDARY (3S1)
Level Population
SECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 5,041 12,392 N/A 40.68%
2 Male 2,720 6,496 41.87%
3 Female 2,321 5,896 39.37%
4 Gender Unknown 0 0 0.00%
5 American Indian or Alaska Native 229 898 25.50%
6 Asian or Pacific Islander 271 661 41.00%
7 Black, non-Hispanic 143 442 32.35%
8 Hispanic 1,407 3,490 40.32%
9 White, non Hispanic 2,653 6,397 41.47%
10 Unknown/Other 0 0 0.00%
11 Individuals With Disabilities 262 695 37.70%
12 Economically Disadvantaged 91 265 34.34%
13 Single Parents 12 24 50.00%
14 Displaced Homemakers 0 0 0.00%
15 Other Educational Barriers 337 794 42.44%
16 Limited English Proficient 129 480 26.88%
17 Nontraditional Enrollees 653 1,972 33.11%
18 TECH PREP 3,323 8,382 39.64%
FORM IV, Page 14
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #3: PLACEMENT (3S1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
PLACEMENT:EMPLOYMENT & MILITARY - SECONDARY (3S1)
Level Population
SECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Actual Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 4,622 7,676 39.95% 60.21% E
2 Male 2,019 3,198 63.13%
3 Female 2,585 4,440 58.22%
4 Gender Unknown 18 38 47.37%
5 American Indian or Alaska Native 260 431 60.32%
6 Asian or Pacific Islander 113 201 56.22%
7 Black, non-Hispanic 201 353 56.94%
8 Hispanic 1,023 1,663 61.52%
9 White, non Hispanic 2,806 4,623 60.70%
10 Unknown/Other 219 405 54.07%
11 Individuals With Disabilites 63 157 40.13%
12 Economically Disadvantaged 1,105 2,001 55.22%
13 Single Parents 105 153 68.63%
14 Displaced Homemakers 18 30 60.00%
15 Other Educational Barriers 236 465 50.75%
16 Limited English Proficient 118 203 58.13%
17 Nontraditional Enrollees 654 1,023 63.93%
18 TECH PREP 275 509 54.03%
FORM IV, Page 15
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #3: PLACEMENT (3P1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
TOTAL PLACEMENT - POSTSECONDARY (3P1)
Level Population
POSTSECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level Of
Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 627 7,676 N/A 8.17%
2 Male 257 3,198 8.04%
3 Female 370 4,440 8.33%
4 Gender Unknown 0 38 0.00%
5 American Indian or Alaska Native 48 431 11.14%
6 Asian or Pacific Islander 18 201 8.96%
7 Black, non-Hispanic 28 353 7.93%
8 Hispanic 107 1,663 6.43%
9 White, non Hispanic 388 4,623 8.39%
10 Unknown/Other 38 405 9.38%
11 Individuals With Disabilities 19 157 12.10%
12 Economically Disadvantaged 173 2,001 8.65%
13 Single Parents 17 153 11.11%
14 Displaced Homemakers 5 30 16.67%
15 Other Educational Barriers 34 465 7.31%
16 Limited English Proficient 13 203 6.40%
17 Nontraditional Enrollees 114 1,023 11.14%
18 TECH PREP 46 509 9.04%
FORM IV, Page 16
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #3: PLACEMENT (3P1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
PLACEMENT:Advanced Training - POSTSECONDARY (3P1)
Level Population
POSTSECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 3,995 7,676 N/A 52.05%
2 Male 1,762 3,198 55.10%
3 Female 2,215 4,440 49.89%
4 Gender Unknown 18 38 47.37%
5 American Indian or Alaska Native 212 431 49.19%
6 Asian or Pacific Islander 95 201 47.26%
7 Black, non-Hispanic 173 353 49.01%
8 Hispanic 916 1,663 55.08%
9 White, non Hispanic 2,418 4,623 52.30%
10 Unknown/Other 181 405 44.69%
11 Individuals With Disabilities 44 157 28.03%
12 Economically Disadvantaged 932 2,001 46.58%
13 Single Parents 88 153 57.52%
14 Displaced Homemakers 13 30 43.33%
15 Other Educational Barriers 202 465 43.44%
16 Limited English Proficient 105 203 51.72%
17 Nontraditional Enrollees 540 1,023 52.79%
18 TECH PREP 229 509 44.99%
FORM IV, Page 18
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #3: PLACEMENT (3P1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
PLACEMENT:EMPLOYMENT & MILITARY - POSTSECONDARY (3P1)
Level Population
POSTSECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs.
Actual Level Of
Performance*
1 GRAND TOTAL 0 0 #N/A 0.00% #N/A
2 Male 0.00%
3 Female 0.00%
4 Gender Unknown 0.00%
5 American Indian or Alaska Native 0.00%
6 Asian or Pacific Islander 0.00%
7 Black, non-Hispanic 0.00%
8 Hispanic 0.00%
9 White, non Hispanic 0.00%
10 Unknown/Other 0.00%
11 Individuals With Disabilities 0.00%
12 Economically Disadvantaged 0.00%
13 Single Parents 0.00%
14 Displaced Homemakers 0.00%
15 Other Educational Barriers 0.00%
16 Limited English Proficient 0.00%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 0.00%
FORM IV, Page 19
OMB NO: 1830-0503
CORE INDICATOR #3: PLACEMENT (3A1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
TOTAL PLACEMENT - ADULT (3A1)
Level Population
* All Cells must have either a number or "N/P". States not reporting Adult data may leave this form blank.
A
DULT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level Of
Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 0 0 N/A 0.00%
2 Male 0.00%
3 Female 0.00%
4 Gender Unknown 0.00%
5 American Indian or Alaska Native 0.00%
6 Asian or Pacific Islander 0.00%
7 Black, non-Hispanic 0.00%
8 Hispanic 0.00%
9 White, non Hispanic 0.00%
10 Unknown/Other 0.00%
11 Individuals With Disabilities 0.00%
12 Economically Disadvantaged 0.00%
13 Single Parents 0.00%
14 Displaced Homemakers 0.00%
15 Other Educational Barriers 0.00%
16 Limited English Proficient 0.00%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 0.00%
FORM IV, Page 20
OMB NO: 1830-0503
CORE INDICATOR #3: PLACEMENT (3A1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
PLACEMENT:EDUCATION - ADULT (3A1)
Level Population
* All Cells must have either a number or "N/P". States not reporting Adult data may leave this form blank.
A
DULT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 0 0 N/A 0.00%
2 Male 0.00%
3 Female 0.00%
4 Gender Unknown 0.00%
5 American Indian or Alaska Native 0.00%
6 Asian or Pacific Islander 0.00%
7 Black, non-Hispanic 0.00%
8 Hispanic 0.00%
9 White, non Hispanic 0.00%
10 Unknown/Other 0.00%
11 Individuals With Disabilities 0.00%
12 Economically Disadvantaged 0.00%
13 Single Parents 0.00%
14 Displaced Homemakers 0.00%
15 Other Educational Barriers 0.00%
16 Limited English Proficient 0.00%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 0.00%
FORM IV, Page 22
OMB NO: 1830-0503
CORE INDICATOR #3: PLACEMENT (3A1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
PLACEMENT:EMPLOYMENT & MILITARY - ADULT (3A1)
Level Population
* All Cells must have either a number or "N/P". States not reporting Adult data may leave this form blank.
A
DULT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs.
Actual Level Of
Performance*
1 GRAND TOTAL 3,719 4,622 77.50% 80.46% E
2 Male 1,646 2,019 81.53%
3 Female 2,057 2,585 79.57%
4 Gender Unknown 16 18 88.89%
5 American Indian or Alaska Native 221 260 85.00%
6 Asian or Pacific Islander 91 113 80.53%
7 Black, non-Hispanic 151 201 75.12%
8 Hispanic 823 1,023 80.45%
9 White, non Hispanic 0 2,806 0.00%
10 Unknown/Other 174 219 79.45%
11 Individuals With Disabilities 53 63 84.13%
12 Economically Disadvantaged 899 1,105 81.36%
13 Single Parents 86 105 81.90%
14 Displaced Homemakers 15 18 83.33%
15 Other Educational Barriers 187 236 79.24%
16 Limited English Proficient 90 118 76.27%
17 Nontraditional Enrollees 524 654 80.12%
18 TECH PREP 225 275 81.82%
FORM IV, Page 23
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #3: RETENTION (3P2)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
RETENTION - POSTSECONDARY (3P2)
Level Population
POSTSECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs.
Actual Level Of
Performance*
1 GRAND TOTAL 0 0 #N/A 0.00% #N/A
2 Male 0.00%
3 Female 0.00%
4 Gender Unknown 0.00%
5 American Indian or Alaska Native 0.00%
6 Asian or Pacific Islander 0.00%
7 Black, non-Hispanic 0.00%
8 Hispanic 0.00%
9 White, non Hispanic 0.00%
10 Unknown/Other 0.00%
11 Individuals With Disabilities 0.00%
12 Economically Disadvantaged 0.00%
13 Single Parents 0.00%
14 Displaced Homemakers 0.00%
15 Other Educational Barriers 0.00%
16 Limited English Proficient 0.00%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 0.00%
FORM IV, Page 24
OMB NO: 1830-0503
CORE INDICATOR #3: RETENTION (3A2)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
RETENTION - ADULT (3A2)
Level Population
* All Cells must have either a number or "N/P". States not reporting Adult data may leave this form blank.
A
DULT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level
Of
Performance
Adjusted Vs.
Actual Level Of
Performance*
1 GRAND TOTAL 10,714 45,014 20.81% 23.80% E
2 Male 1036 25799 4.02%
3 Female 9678 19215 50.37%
4 Gender Unknown 0 0 0.00%
5 American Indian or Alaska Native 1155 4124 28.01%
6 Asian or Pacific Islander 240 820 29.27%
7 Black, non-Hispanic 396 1698 23.32%
8 Hispanic 3034 14755 20.56%
9 White, non Hispanic 5889 23617 24.94%
10 Unknown/Other 0 0 0.00%
11 Individuals With Disabilities 520 3673 14.16%
12 Economically Disadvantaged 531 3168 16.76%
13 Single Parents 16 49 32.65%
14 Displaced Homemakers 0 0 0.00%
15 Other Educational Barriers 485 3330 14.56%
16 Limited English Proficient 191 1152 16.58%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 6858 29554 23.20%
FORM IV, Page 25
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #4: PARTICIPATION IN NONTRADITIONAL PROGRAMS (4S1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
NONTRADITIONAL PARTICIPATION - SECONDARY (4S1)
Level Population
SECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs.
Actual Level Of
Performance*
1 GRAND TOTAL 15,841 65,530 21.56% 24.17% E
2 Male 6,352 31,101 20.42%
3 Female 9,489 34,334 27.64%
4 Gender Unknown 0 95 0.00%
5 American Indian or Alaska Native 1,220 4,610 26.46%
6 Asian or Pacific Islander 488 1,858 26.26%
7 Black, non-Hispanic 897 3,618 24.79%
8 Hispanic 3,103 13,515 22.96%
9 White, non Hispanic 9,149 38,260 23.91%
10 Unknown/Other 984 3,659 26.89%
11 Individuals With Disabilities 325 1,101 29.52%
12 Economically Disadvantaged 2,863 11,745 24.38%
13 Single Parents 257 909 28.27%
14 Displaced Homemakers 10 71 14.08%
15 Other Educational Barriers 1,665 5,387 30.91%
16 Limited English Proficient 207 1,050 19.71%
17 Nontraditional Enrollees 15,654 31,632 49.49%
18 TECH PREP 959 4,056 23.64%
FORM IV, Page 26
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #4: PARTICIPATION IN NONTRADITIONAL PROGRAMS (4P1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
NONTRADITIONAL PARTICIPATION - POSTSECONDARY (4P1)
Level Population
POSTSECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level
Of
Performance
Adjusted Vs.
Actual Level Of
Performance*
1 GRAND TOTAL 0 0 #N/A 0.00% #N/A
2 Male 0.00%
3 Female 0.00%
4 Gender Unknown 0.00%
5 American Indian or Alaska Native 0.00%
6 Asian or Pacific Islander 0.00%
7 Black, non-Hispanic 0.00%
8 Hispanic 0.00%
9 White, non Hispanic 0.00%
10 Unknown/Other 0.00%
11 Individuals With Disabilities 0.00%
12 Economically Disadvantaged 0.00%
13 Single Parents 0.00%
14 Displaced Homemakers 0.00%
15 Other Educational Barriers 0.00%
16 Limited English Proficient 0.00%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 0.00%
FORM IV, Page 27
OMB NO: 1830-0503
CORE INDICATOR #4: PARTICIPATION IN NONTRADITIONAL PROGRAMS (4A1)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
NONTRADITIONAL PARTICIPATION - ADULT (4A1)
Level Population
* All Cells must have either a number or "N/P". States not reporting Adult data may leave this form blank.
A
DULT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level
Of
Performance
Adjusted Vs.
Actual Level Of
Performance*
1 GRAND TOTAL 1,917 8,277 23.81% 23.16% D
2 Male 325 4482 7.25%
3 Female 1592 3795 41.95%
4 Gender Unknown 0 0 0.00%
5 American Indian or Alaska Native 181 685 26.42%
6 Asian or Pacific Islander 57 271 21.03%
7 Black, non-Hispanic 68 259 26.25%
8 Hispanic 550 2420 22.73%
9 White, non Hispanic 1061 4642 22.86%
10 Unknown/Other 0 0 0.00%
11 Individuals With Disabilities 65 492 13.21%
12 Economically Disadvantaged 30 194 15.46%
13 Single Parents 1 12 8.33%
14 Displaced Homemakers 0 0 0.00%
15 Other Educational Barriers 96 492 19.51%
16 Limited English Proficient 50 237 21.10%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 1266 5527 22.91%
FORM IV, Page 29
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #4: COMPLETION IN NONTRADITIONAL PROGRAMS (4S2)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
NONTRADITIONAL COMPLETION - SECONDARY (4S2)
Level Population
SECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 2,275 9,736 19.43% 23.37% E
2 Male 1,169 4,876 23.97%
3 Female 1,106 4,845 22.83%
4 Gender Unknown 0 15 0.00%
5 American Indian or Alaska Native 71 309 22.98%
6 Asian or Pacific Islander 72 259 27.80%
7 Black, non-Hispanic 159 597 26.63%
8 Hispanic 463 2,062 22.45%
9 White, non Hispanic 1,405 6,044 23.25%
10 Unknown/Other 121 465 26.02%
11 Individuals With Disabilities 58 166 34.94%
12 Economically Disadvantaged 410 1,827 22.44%
13 Single Parents 23 99 23.23%
14 Displaced Homemakers 1 8 12.50%
15 Other Educational Barriers 206 719 28.65%
16 Limited English Proficient 30 160 18.75%
17 Nontraditional Enrollees 2,241 3,623 61.85%
18 TECH PREP 136 555 24.50%
FORM IV, Page 30
OMB NO: 1830-0503
* All Cells must have either a number or "N/P"
CORE INDICATOR #4: COMPLETION IN NONTRADITIONAL PROGRAMS (4P2)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
NONTRADITIONAL COMPLETION - POSTSECONDARY (4P2)
Level Population
POSTSECOND
A
RY
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
STATE: XZ
Program Year: 2005-2006
A B C D E F G
Number Of
Students In the
Numerator
Number Of
Students In The
Denominator
Adjusted Level
Of Performance
Actual Level Of
Performance
Adjusted Vs. Actual
Level Of
Performance*
1 GRAND TOTAL 0 0 #N/A 0.00% #N/A
2 Male 0.00%
3 Female 0.00%
4 Gender Unknown 0.00%
5 American Indian or Alaska Native 0.00%
6 Asian or Pacific Islander 0.00%
7 Black, non-Hispanic 0.00%
8 Hispanic 0.00%
9 White, non Hispanic 0.00%
10 Unknown/Other 0.00%
11 Individuals With Disabilities 0.00%
12 Economically Disadvantaged 0.00%
13 Single Parents 0.00%
14 Displaced Homemakers 0.00%
15 Other Educational Barriers 0.00%
16 Limited English Proficient 0.00%
17 Nontraditional Enrollees 0.00%
18 TECH PREP 0.00%
FORM IV, Page 31
OMB NO: 1830-0503
CORE INDICATOR #4: COMPLETION IN NONTRADITIONAL PROGRAMS (4A2)
VOCATIONAL-TECHNICAL EDUCATION ACCOUNTABILITY REPORT
NONTRADITIONAL COMPLETION - ADULT (4A2)
Level Population
* All Cells must have either a number or "N/P". States not reporting Adult data may leave this form blank.
A
DULT
Additional Information:
* "M" = "MET"; "E" = "EXCEEDED"; "D" = "DID NOT MEET"
(back cover – left blank intentionally)