Perkins V CAR Guide for Submissions of Consolidated Annu

Consolidated Annual Report (CAR) for the Carl D. Perkins Career and Technical Education Act of 2006

1830-0569-Perkins_V_CAR_Guide- 83-C rev

Consolidated Annual Report for the Carl D. Perkins Career and Technical Act of 2006

OMB: 1830-0569

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U. S. Department of Education
Office of Career, Technical, and Adult Education
***********

The Carl D. Perkins Career and Technical
Education Act of 2006,
as amended by the
Strengthening Career and Technical Education
for the 21st Century Act
(Perkins V)
tyy
GUIDE FOR THE SUBMISSION OF
CONSOLIDATED ANNUAL REPORTS
OMB Control Number:
Expiration Date:

1830-0569
06/30/2022

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information
unless such collection displays a valid OMB control number. The valid OMB control number for this information
collection is 1830-0569. Public reporting burden for this collection of information is estimated to average 177 hours per
response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data
needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required
to obtain or retain a benefit (section 113(b)(3)(C) of the Carl D. Perkins Career and Technical Education Act, 2 CFR
200.327, 2 CFR 200.328, and 34 CFR 76.720). If you have any comments concerning the accuracy of the time estimate,
suggestions for improving this individual collection, or if you have comments or concerns regarding the status of your
individual form, please contact your State’s Perkins Regional Coordinator who can be located under the “Contact Us” tab
on the Perkins Collaborative Resource Network (PCRN) at https://cte.ed.gov.

TABLE OF CONTENTS
INTRODUCTION AND SUBMISSION REQUIREMENTS ............................................... 3
I.

COVER PAGE .............................................................................................................. 7

II.

NARRATIVE PERFORMANCE REPORT ................................................................. 9

III.

Instructions ........................................................................................................... 9

Narrative Performance Report Form .................................................................... 9
1.
Implementation of State Leadership Activities ........................................... 9
2.
Fiscal Responsibility......................................................................................
3.
Disparities or Gaps in Performance ........................................................... 10
4.
Implementation of State Program Improvement Plans .............................. 10

FINANCIAL STATUS REPORTS (FSRs) ................................................................. 12
A.

Instructions ......................................................................................................... 12
1.
Completing Blocks I-IX ............................................................................ 12
2.
Completing Rows A-N .............................................................................. 13
3.
Completing Columns 1-11 ......................................................................... 15

FSR Forms .......................................................................................................... 16
1.
Interim FSR Form ...................................... See Attached Excel Spreadsheet
2.
Final FSR Form ......................................... See Attached Excel Spreadsheet

IV. PERFORMANCE DATA REPORTS ......................................................................... 17
A.

Instructions ......................................................................................................... 17
1. Basic Reporting Instructions......................................................................... 17
2. Definition of Terms ...................................................................................... 20

Performance Data Forms .................................................................................... 23
1.
CTE Participant Enrollment Forms ........... See Attached Excel Spreadsheet
2.
CTE Concentrator Enrollment Forms ........ See Attached Excel Spreadsheet
3.
CTE Concentrator Performance Forms ..... See Attached Excel Spreadsheet

Table 1: Contents of CAR Reports ........................................................................................ 4
Table 2: Section 113(b)(2) Core Indicators of Performance ............................................... 24
Table 3: Student Categories for Reporting Disaggregated Data on the Section 113(b)(2)
Core Indicators....................................................................................................... 26

INTRODUCTION AND SUBMISSION REQUIREMENTS
On July 31, 2018, the President signed into law the Strengthening Career and Technical Education for
the 21st Century Act (Public Law 115-224) (Perkins V, the Act, or statute), which reauthorized and
amended the Carl D. Perkins Career and Technical Education Act of 2006. The U. S. Department of
Education’s (Department) Office of Career, Technical, and Adult Education (OCTAE) developed this
guide to assist each eligible agency in preparing and submitting annual reports to the Department under
the reauthorized Perkins Act (20 U.S.C. 2301 et seq.) and applicable Federal regulations.
For the first fiscal year following enactment of the law, which goes into effect for the 2019-2020
school year (FY 2019), the Secretary will use the authority pursuant to section 4 of Perkins V to
provide for the orderly transition of eligible agencies to the requirements of the Act. As part of this
effort, the Secretary will allow eligible agencies to use FY 2019 to transition to the new accountability
provision in section 113 of the Act and, thus, will not require eligible agencies to establish or include
in their State plans, State determined performance levels for FY 2019. Correspondingly, eligible
agencies will not be required to submit performance data for CTE concentrators or program
improvement plans, as described in Sections II.B and IV.C of this guide, as part of Consolidated
Annual Report (CAR) submissions covering FY 2019.
Contents of Annual Reports
Under the legislation and regulations, each year eligible agencies are required to submit the following
reports—
•
•
•

Narrative performance report pursuant to 2 CFR 200.328 and 34 CFR 76.720;
Financial reports pursuant to 2 CFR 200.327 and 34 CFR 76.720; and
Performance data reports pursuant to section 113(b)(3)(C) of Perkins V.

To enable eligible agencies to efficiently and effectively meet their annual reporting requirements, the
Department has combined these reports into a single reporting instrument, the Consolidated Annual
Report (CAR). Each eligible agency will be required to submit the same content in its CAR,
regardless of whether the State submits a 1-year Transition Plan or Perkins V State Plan for FY 2019.
Table 1 provides the contents for reports for FY 2019 and subsequent years.
Timeline for Submission of Consolidated Annual Reports
Each eligible agency must submit its entire CAR on December 31 of each year, no later than close of
business (5:00 pm EST). This deadline corresponds with Department regulations requiring the annual
submission of financial status reports by the 90th day following the grant period or expiration of the
grant pursuant to 34 CFR 80.41(b)(4), and provides sufficient time for the eligible agency to compile
and submit its narrative performance report and performance data reports.

Table 1: Contents of CAR Reports
Items

FY 2019

Subsequent Years

(Covering July 1, 2019 –
June 30, 2020)

Cover Page

Required

II. Narrative Performance Report
B.1 Implementation of
State Leadership
Activities

Only Items B.1.a-c

Required

B.2 Fiscal Responsibility

Required

B.3 Disparities or Gaps in
Performance

Not Required

Required

B.4 Implementation of
Program Improvement
Plans

Not Required

Required when an eligible
agency misses 90 percent of a
State determined performance
level

B.1 Interim FSR Form

Required

B.2 Final FSR Form

Required

B.1 CTE Participant
Enrollment Forms

Required

B.2 CTE Concentrator
Enrollment Forms

Required

B.3 CTE Concentrator
Performance Forms

Not Required

Required

III. Financial Status Reports

IV. Performance Data Reports

Submission Portals and Protocols
Each eligible agency will submit is narrative performance report, financial status reports (FSRs), and
performance data forms for the postsecondary core indicators to the Perkins CAR Portal at
https://Perkins.ed.gov. Hard copy submissions will not be accepted as the Department met the
requirement of 2 CFR 76.720(b)(3) for the transition from hard copy to electronic submission of CARs
during the implementation of the Carl D. Perkins Career and Technical Education Act of 2006
(Perkins IV).

Each eligible agency may submit its performance data forms for the secondary core indicators to the
Perkins CAR Portal as noted above or to the Department’s EdFacts Submission System (ESS). This
deadline for the submission of data to the EdFacts system will be made by mid-December in order that
each eligible agency will have time to review the data before certifying and submitting its entire CAR
by the December 31 due date each year.
Beginning on October 1 of each year, the submission portals will open for CAR submissions. The
Department will provide virtual and on-line training for State CTE directors and staff who they
authorize to complete one or more sections of the CAR. The Department also will provide each
eligible agency with electronic Personal Identification Numbers (PINs) for authorized State officials to
sign and certify the sections and the entire CAR. It is important to note that the use of PINs by any
responsible eligible agency officials is the same as certifying and signing the documents with a handwritten signature. Eligible agency officials are responsible for protecting the confidentiality of their
PIN and for any use of their PIN by another individual.
Requests for Extensions
Pursuant to 2 CFR 200.343(a), the Department may grant to an eligible agency a brief extension to the
submission deadline for one or more sections of the CAR upon receipt of a justified request. The
request must indicate the specific factors necessitating the extension and the reasons the State did not
become aware of these factors to ensure that its submission was timely. An extension must be
requested via email to the Department’s CTE mailbox at cte@ed.gov.
Requests for Amended Final FSR Submissions
The Department may permit an eligible agency to file an amended final Financial Status Report (FSR)
upon receipt of a justified request, indicating the specific factors necessitating the revision of its FSR
and the reasons the eligible agency did not become aware of these factors in time to ensure its original
submission was complete, accurate, and timely. An extension must be requested via email to the
Department’s CTE mailbox at cte@ed.gov.
Once the eligible agency has received Department approval to submit an amended final FSR, OCTAE
will reopen the CAR portal for the eligible agency to submit its amended FSR electronically via the
Department’s Perkins CAR Portal. The eligible agency must place a check in Block XI of the final
FSR form and enter the date of filing the amended FSR. The authorized State official must use their
PIN to certify and sign the amended FSR.
Requests for Amended Performance Data Report Submissions
The Department may permit an eligible agency to submit amended performance data upon receipt of a
justified request, indicating the specific factors necessitating the revision of its performance data and
the reason the eligible agency did not become aware of these factors in time to ensure its original data
submission was complete, accurate, and timely. An extension must be requested via email to the
Department’s CTE mailbox at cte@ed.gov.

It is important to note that, although an eligible agency may be permitted to submit amended
performance data, the Department must use only the performance data that it receives by the December
31 submission deadline each year to determine whether an eligible agency has met at least 90 percent
of its State-determined performance levels (SDPLs) for each of the core indicators of performance
under section 113(b)(2) of Perkins V, or whether the eligible agency must submit a program
improvement plan as required in section 123(a)(1) of Perkins V.
Once an eligible agency has received Department approval to submit amended performance data, the
eligible agency must submit its amended performance data electronically via the ESS and/or the
Perkins CAR Portal. The authorized State official must use their PIN to certify and sign the amended
performance data submission.
Notification of Approval of CAR Submission
The Department will review each eligible agency’s CAR from January to March following each annual
submission. CARs will be reviewed according to the following criteria:
•
•

•

Completeness of the report (i.e., whether all the required report items were addressed);
Compliance with the Perkins V legislation (i.e., whether the activities undertaken were
consistent with the provisions of Perkins V, and applicable Federal and Department
regulations); and,
Accuracy and completeness of accountability data (i.e., whether all requirements for annual
performance reporting were addressed).

Should any issues be noted during the review, the Department will immediately contact the eligible
agency for resolution. By mid-March, barring any lingering issues, the Department will send a CAR
outcome letter via email to each agency notifying them of the approval of their CAR submission.
For Further Information
For questions regarding the CAR submission, an eligible agency may contact its Perkins Regional
Coordinator as provided under Contacts on the Perkins Collaborative Resource Network at:
https://cte.ed.gov/contact/staff-by-state-responsibility.

U. S. Department of Education
Office of Career, Technical, and Adult Education
Strengthening Career and Technical Education for the 21st Century Act
(Perkins V) Consolidated Annual Report
I. COVER PAGE
A.

State Name:

PR/Award Number:

Program Year Covered by this Report: From

Individual Serving as State Director for Career and Technical Education:

(MM/DD/YY)

A. Name:
B. Official Position Title:
C. Agency:
D. Telephone: (
E.

)

5. Email:

Lead Individuals Completing This Report:
II.
Narrative
Performance Report

Sections of Report
III.
Financial Status Reports

IV.
Performance Reports

Place a check () in the box for any section where the lead individual is the same as the
State CTE director listed in Item D above.

Where the lead individual for any section is different than the State CTE director listed in
Item D above, provide their name, title, and agency below. If this individual (rather than
the State CTE director) can be contacted directly by the Department for further information
on the section of the report, also provide a telephone number and/or email address.
Name:

Name:

Title:

Agency:

Telephone:

Email:

Note: The FSRs contained in this report must be separately certified and signed by the State
official authorized by State law to perform these functions on behalf of the State, using the
PIN supplied to the State by the Department.

CERTIFICATION OF REPORT: I certify to the best of my knowledge and belief that this
report, consisting of narrative performance report, financial status reports (FSRs), and
performance data report, is accurate and complete. I understand that the U.S. Department of
Education will use only the performance data that it receives by the December 31 submission
deadline each year to determine whether my State has met at least 90 percent of its State
determined performance levels for each of the core indicators of performance under section
113(b)(2) of Perkins V, or whether my State must submit a program improvement plan as
required in section 123(a)(1) of Perkins V. I further understand that the use of the Personal
Identification Number (PIN) supplied to me by the Department to certify and submit the CAR is
the same as certifying and signing the document with a hand-written signature.

Signature of State CTE Director
using PIN supplied by the Department

Date

II: NARRATIVE PERFORMANCE REPORT
A.

Instructions

Each eligible recipient of Federal funds must comply with the requirements for submitting annual
performance reports to the Department pursuant to 2 CFR 200.328. These requirements include
providing a comparison of actual accomplishments to the objectives of the Federal award and, if
applicable, the reasons why established goals were not met. In meeting this requirement, the eligible
agency must provide narrative information as described below.
B.

Narrative Performance Report Form
1.

Implementation of State Leadership Activities
a.

Describe your process and priorities in making funds available to serve individuals in
State institutions, such as State correctional institutions, juvenile justice facilities, and
educational institutions that serve individuals with disabilities. (Section 112(a)(2)(A)
of Perkins V)

Describe your major accomplishments as a result of using State leadership funds for
required activities in four key areas to improve career and technical education
(CTE)—
i.

Preparation for non-traditional fields in current and emerging professions,
programs for special populations, and other activities that expose students,
including special populations, to high-skill, high-wage, and in-demand
occupations.

ii.

Support for individuals in State institutions, such as State correctional
institutions, including juvenile justice facilities, and educational institutions that
serve individuals with disabilities.

iii.

Recruiting, preparing, or retraining career and education teachers, faculty,
specialized instructional support personnel, or paraprofessional, such as
preservice, professional development, or leadership development programs.

iv.

Providing technical assistance for eligible recipients.

(Sections 112(a)(2)(B) and 124(a)(1) of Perkins V)
c.

Describe your process and priorities in making funds available for the recruitment of
special populations to enroll in career and technical education programs. Indicate the
major accomplishments as a result of using these funds. (Section 112(a)(2)(A) of
Perkins V)

Report on the effectiveness of the use of State leadership funds in—
i.

Achieving the goals described in section 122(d)(2) of Perkins V and the Statedetermined levels of performance described in section 113(b)(2)(3)(A) of
Perkins V.

ii.

Reducing disparities or performance gaps as described in section
113(b)(2)(3)(C)(ii)(II) of Perkins V.

(Section 124(a)(2) of Perkins V)
2.

Fiscal Responsibility
a.

For each entity that received a formula allocation under section 131 (secondary
education programs), please provide the name of the entity, the National Center for
Education Statistics (NCES) identification number, and the amount allocated. NCES
identification numbers can be found at: https://nces.ed.gov/ccd/districtsearch/

For each entity that received a formula allocation under section 132 (postsecondary
education programs), please provide the name of the entity, the NCES identification
number if the entity is a public school district or the Integrated Postsecondary
Education Data System (IPEDS) identification number if the entity is an institution of
higher education, and the amount allocated. IPEDS identification numbers can be
found at: https://nces.ed.gov/globallocator/

Describe your process and priorities in using the reserve for local recipients, if
applicable. Indicate the major accomplishments of your local recipients as a result of
using these funds. (Section 112(a)(1) and (3) of Perkins V)

Disparities or Gaps in Performance
a.

Review your State’s performance data in section B.3 of this report. Identify and
quantify any disparities or gaps in performance on the State determined levels of
performance between any disaggregated category of students and all CTE
concentrators served by the eligible agency under the Act. Include a quantifiable
description of the progress each disaggregated category of students has made in
meeting the State determined levels of performance.
(Section 113(b)(2)(2)(C)(ii)(II) of Perkins V)

Implementation of State Program Improvement Plans
a.

Review your State’s performance data in section B.2 of this report. If your State
failed to meet at least 90 percent of a State-determined level of performance for any of
the core indicators under section 113(b)(2)(2) of Perkins V for all CTE concentrators,
provide a State program improvement plan. The plan should address, at a minimum,
the following items:
10

The core indicator(s) that your State failed to meet at the 90 percent threshold.

ii.

The disaggregated categories of students for which there were quantifiable
disparities or gaps in performance compared to all students or any other category
of students.

iii.

The action steps which will be implemented, beginning in the current program
year, to improve the State’s performance on the core indicator(s) and for the
categories of students for which disparities or gaps in performance were
identified.

iv.

The staff member(s) in the State who are responsible for each action step.

The timeline for completing each action step.

(Section 123(a)(1) of Perkins V)

III.
A.

FINANCIAL STATUS REPORTS (FSRs)

Instructions
As a recipient of Federal funds, each eligible recipient must comply with the requirements for
submitting annual financial reports to the Department pursuant to 2 CFR 200.327. To meet these
requirements, an eligible agency must complete two separate forms, an interim FSR and a final
FSR, each containing the same items. The interim FSR covers the first 12 and/or 15-month
period for which the grant was awarded, while the final FSR covers the entire 27-month period
for which the grant was awarded. An eligible agency must liquidate all existing obligations by
the time it files its final FSR.
In completing the FSRs, it is important to note that Federal funds under Perkins V, similar to
most State-administered programs, are available for obligation in the State for a 15-month period
from July in the fiscal year for which the funds were appropriated through September 30 of the
following fiscal year (referred to as the “funding period”). Any unobligated Perkins V funds
(referred to as “carryover funds”) are then covered by the so-called “Tydings Amendment,”
which gives eligible agencies an additional 12 months to obligate those funds. As a result, an
eligible agency has up to 27 months to obligate funds awarded in any fiscal year. An eligible
agency cannot make additional obligations against the grant award after the end of the Tydings
period. Pursuant to 2 CFR 200.343(b), an eligible agency has three months following the 27month period in which to liquidate its obligations.
In completing the forms, each State must follow the instructions provided below.
1.

Completing Blocks I-IX
Above the FSR matrix are the following items, which must be completed:
•

Block I – State Name: the name of the State submitting the FSR.

•

Block II – Federal Funding Period: the 15-month funding period for the Perkins V
grant award (i.e., July 1, 2019 through September 30, 2020).

•

Block III – FSR Report Period: the dates covered by the FSR. The dates for the
interim FSR report may span up to a 15-month period (i.e., July 1, 2019 through
September 30, 2020) and the final report may span up to a 27-month period (i.e., July
1, 2019 through September 30, 2021).

•

Block IV – Accounting Basis: the accounting method used by the State to track
program expenditures (e.g., cash or accrual).

•

Block V – Grant Award Number: the grant award numbers for the State’s Perkins
V grant.

•

Block VI – Perkins V Grant Award Amount: the amount of the Perkins V grant
award as indicated on the State’s grant award notification (GAN).

•

Block VII and VIII – Amended Interim/Final FSR: a check () in the box
indicates that the State is filing an amended interim or final FSR, respectively, as of
the date indicated on the accompanying line. See Introduction and Submission
Requirements for further instructions on submitting an amended interim or final FSR.

•

Block IX (below the FSR matrix) – Certification: the report must be certified and
signed by the State official authorized by State law to perform these functions on
behalf of the State. This authorized individual may use the PIN supplied to the State
by the Department per the instructions listed in Introduction and Submission
Requirements. The use of the PIN to certify and submit the CAR is the same as
certifying and signing the document.

Completing Row Items A-N
Below are row headings that appear on the FSR matrix. Headings are listed in the order in
which they appear (top to bottom) on the FSR. A State must provide information pertaining
to each of these rows on the columns of the FSR, with the exception of shaded header rows
and the Net Outlays Previously Reported on the Interim FSR Form. Total rows are
automatically calculated on the on-line CAR portal system.
a.

Funds for Local Distribution
•

Row A – Reserve Funds for Secondary Recipients: the amount of Perkins V
funds that the eligible agency made available as a reserve for eligible recipients
under section 112(c) of Perkins V.

•

Row B – Reserve Funds for Postsecondary Recipients: the amount of
Perkins V funds that the eligible agency made available as a reserve for
postsecondary eligible recipients under section 112(c) of Perkins V.

•

Row C – Subtotal – Reserve Funds: the total amount of Perkins V funds that
the eligible agency made available as a reserve for eligible recipients under
section 112(c) of Perkins V. This amount shall not be more than 15 percent of
the funds made available for local distribution to eligible recipients on Row G.

•

Row D – Local Formula Funds for Secondary Recipients: the amount of
Perkins V funds that the eligible agency made available via formula to
secondary recipients under section 131 of Perkins V.

•

Row E – Local Formula Funds for Postsecondary Recipients: the amount of
Perkins V funds that the eligible agency made available via formula to
postsecondary recipients under section 132 of Perkins V.
13

•

Row F – Subtotal – Local Formula Funds: the total amount of Perkins V
funds that the eligible agency made available via formula to eligible recipients
under sections 131 and 132 of Perkins V. This amount, when added to any
reserve funds under Row C, shall not be less than 85 percent of the State’s
Perkins allocation amount on Block VI.

•

Row G – Subtotal – Funds for Local Distribution: the total amount of funds
the eligible agency made available to eligible recipients via the reserve on Row
C and local formula distribution on Row F. This amount shall not be less than
85 percent of the State’s Perkins allocation amount in Block VI.

Funds for State Leadership
•

Row H – Funds for State Institutions: the amount of funds the eligible agency
made available to serve individuals in State institutions, such as State
correctional institutions, juvenile justice facilities, and educational institutions
that serve individuals with disabilities. This amount shall not be more than two
percent of the State’s Perkins allocation amount in Block VI.

•

Row I – Funds for Nontraditional Preparation: the amount of funds the
eligible agency made available to prepare individuals for non-traditional fields.
This amount shall not be less than $60,000 and not be more than $150,000.

•

Row J – Funds for Special Populations Recruitment: the amount of funds
the eligible agency made available for the recruitment of special populations
students to enroll in career and technical programs. This amount shall not be
less than the lesser of an amount equal to 0.1 percent of the funds made
available by the eligible agency for State leadership activities as noted on Row
L, or $50,000.

•

Row K – Funds for Other Leadership Activities: the amount of funds the
eligible agency made available for other leadership activities under section 124
of Perkins V.

•

Row L – Subtotal – Funds for State Leadership: the amount of funds the
eligible agency made available for State leadership as noted on Rows I-K. This
amount shall not be more than 10 percent of the State’s Perkins allocation
amount on Block VI.

Funds for State Administration
•

Row M – Subtotal – Funds for State Administration: the total amount of
Perkins V funds that the eligible agency made available for State administration
activities described in section 124 of Perkins V. This amount shall not be more
14

than 5 percent, or $250,000, whichever is greater, of the State’s total Perkins
allocation amount on Block VI.
d.

Total Funds
•

Row N – Total funds for all columns will be automatically generated..

Completing Columns 1-11
The column headings on the FSR matrix are used to track expenditures for each of the rows
noted above and are generally self-explanatory. Notes are provided below to further assist
eligible agencies in completing the FSR.
•

Column 1 – Net Outlays Previously Reported: this column will be blank for the
interim report; for the final report, this column should reflect column 4 of the interim
report.

•

Column 2 – Total Outlays This Report Period: this column reports first-year
expenditures for the interim report and carry-over year expenditures on the final
report. It includes non-Federal outlays made during the reporting period.

•

Column 3 – Program Income Credits: this column reports program income, which
is discussed in detail at 2 CFR 307. This column will be blank in most instances.

•

Column 4 – Net Outlays This Report Period – this column eliminates program
income in Column 3 from total outlays in Column 2.

•

Column 5 – Net Outlays To Date – this column reports net outlays to date. This
column is the same as column 4 on the interim report; for the final report, this column
is the sum of Column 1 and Column 4.

•

Column 6 – Non-Federal Share of Outlays – this column reports non-Federal
outlays, including the State expenditures to meet the maintenance of effort, State
administration matching, and State administration hold-harmless requirements of
sections 211(b), 112(b) and 223(a) of Perkins V, respectively.

•

Column 7 – Total Federal Share of Outlays – this column establishes the total level
of Federal outlays by eliminating non-Federal outlays and represents the amount of
funds that will be used to determine whether the State has met its maintenance of
effort requirement for the fiscal year pursuant to section 211(b) of Perkins V.

•

Column 8 – Federal Share of Unliquidated Obligations – this column establishes
the Federal level of unliquidated obligations.

•

Column 9 – Federal Share of Outlays and Unliquidated Obligations – this column
represents the total outlays made and the level of unliquidated obligations
outstanding. (Column 7 plus Column 8)

•

Column 10 – Federal Funds Authorized – this column should reflect the available
resources from the total Perkins V grant funds (Block VII) earmarked for the specific
row purpose.

•

Column 11 – Balance of Federal Funds – this column should reflect only
unobligated funds available for the carry-over year for the interim report; for the final
report, this column must reflect the amount of lapsed funds that the State is returning
to the Federal Treasury. (Column 10 minus Column 9)

FSR Forms
See attached Excel spreadsheets containing—
1.
2.

Interim FSR Form; and
Final FSR Form.

III.B.1: INTERIM FINANCIAL STATUS REPORT (FSR) FORM
BLOCKS
I.
II.
III.
IV.
V.
VI.
VII.
VIII.

State Name:
Federal Funding Period:
FSR Report Period:
Accounting Basis
Grant Award Number:
Perkins Allocation Amount:
Amended FSR - Check One:
Date of Amended FSR:

INFORMATION

 Amended Interim Report

 Amended Final Report

COLUMNS
1

ROWS

A
B
C
D
E
F
G
H
I
J
K
L
M
N

ITEMS OF EXPENDITURE

Net Outlays Previously Total Outlays
This
Reported
Report Period

Program Income
Credits

Net Outlays
This Report Period

Net Outlays
To Date

Non-Federal Share
of Outlays

Total Federal Share of
Outlays

Federal Share of
Unliquidated
Obligations

Federal Share of
Ouylays &
Unliquidated
Obligations

Federal Funds
Authorized

Balance of
Unobligated Federl
Funds

FUNDS FOR LOCAL DISTRIBUTION

Header Row - No Information Entered Here

Reserve Funds

Header Row - No Information Entered Here

Funds for Secondary Recipients
Funds for Postsecondary Recipients
Subtotal - Reserve Funds
Local Formula Funds

Header Row - No Information Entered Here

Funds for Secondary Recipients
Funds for Postsecondary Recipients
Subtotal - Local Formula Funds
Subtotal - Funds for Local Distribution

FUNDS FOR STATE LEADERSHIP

Header Row - No Information Entered Here

Funds for State Institutions
Funds for Nontraditional Preparation
Funds for Special Population Recruitment
Funds for Other Leadership Activities
Subtotal - Funds for State Leadership

STATE ADMINISTRATION

Header Row - No Information Entered Here

Subtotal - Funds for State Administration

TOTAL FUNDS

Totals in Colums Are System Generated - No Information Entered Here

ADDITIONAL INFORMATION:

IX.

Certification: I understand that the use of my PIN to certify and submit this FSR is the same as certifying and signing this document.
Signature PIN of An Authorized State Official:
Title:
Agency:

III.B.2: FINAL FINANCIAL STATUS REPORT (FSR) FORM
BLOCKS
I.
II.
III.
IV.
V.
VI.
VII.
VIII.

State Name:
Federal Funding Period:
FSR Report Period:
Accounting Basis
Grant Award Number:
Perkins Allocation Amount:
Amended FSR - Check One:
Date of Amended FSR:

INFORMATION

 Amended Interim Report

 Amended Final Report

COLUMNS
1

ROWS

A
B
C
D
E
F
G
H
I
J
K
L
M
N

ITEMS OF EXPENDITURE

Net Outlays Previously Total Outlays
This
Reported
Report Period

Program Income
Credits

Net Outlays
This Report Period

Net Outlays
To Date

Non-Federal Share
of Outlays

Total Federal Share of
Outlays

Federal Share of
Unliquidated
Obligations

Federal Share of
Ouylays &
Unliquidated
Obligations

Federal Funds
Authorized

Balance of
Unobligated Federl
Funds

FUNDS FOR LOCAL DISTRIBUTION

Header Row - No Information Entered Here

Reserve Funds

Header Row - No Information Entered Here

Funds for Secondary Recipients
Funds for Postsecondary Recipients
Subtotal - Reserve Funds
Local Formula Funds

Header Row - No Information Entered Here

Funds for Secondary Recipients
Funds for Postsecondary Recipients
Subtotal - Local Formula Funds
Subtotal - Funds for Local Distribution

FUNDS FOR STATE LEADERSHIP

Header Row - No Information Entered Here

Funds for State Institutions
Funds for Nontraditional Preparation
Funds for Special Population Recruitment
Funds for Other Leadership Activities
Subtotal - Funds for State Leadership

STATE ADMINISTRATION

Header Row - No Information Entered Here

Subtotal - Funds for State Administration

TOTAL FUNDS

Totals in Colums Are System Generated - No Information Entered Here

ADDITIONAL INFORMATION:

IX.

Certification: I understand that the use of my PIN to certify and submit this FSR is the same as certifying and signing this document.
Signature PIN of An Authorized State Official:
Title:
Agency:

IV. PERFORMANCE DATA REPORTS
A.

Instructions
Section 113(b)(3)(C) of Perkins V requires each eligible agency that receives an allotment under
section 111 to annually prepare and submit to the Secretary a report regarding—
•

the progress of the State in achieving the State determined levels of performance on the
core indicators of performance described in section 113(b)(2)(A) of the Act.

•

the actual levels of performance for all career and technical education (CTE) concentrators,
and for each of the subgroups of students, as described in section 1111(h)(1)(C)(ii) 1 of the
Elementary and Secondary Education Act of 1965, and special populations, as described in
section 3(48) of Perkins V.

Each eligible agency also must disaggregate data for each of the core indicators for the subgroups
of students, as described in section 1111(h)(1)(C)(ii) of the ESEA, and special populations, as
described in section 3(48), that are served under this Act; and (bb) by the career and technical
education programs or programs of study of the CTE concentrators, except that in a case in which
reporting by such program or program of study is impractical, the data may be disaggregated by
the career clusters of the CTE concentrators, if appropriate.
To meet the requirement for the submission of annual performance data to the Department, the
eligible agency must complete the following forms: CTE participant enrollment form, CTE
concentrator enrollment form, and CTE concentrator performance forms. In completing the
forms, each State must use the basic reporting instructions and definitions as described below.
1.

Basic Reporting Instructions
a.

All Forms
i.

An eligible agency must report on all students participating in the CTE programs
of Perkins-funded eligible recipients.

ii.

An eligible agency must use the definitions for a “CTE participant” and “CTE
concentrator” in section 3(13) and 3(12), respectively, of Perkins V and as
provided in Item 2 below.

The subgroups identified in 1111(h)(1)(C)(ii) of the ESEA are: 1) each major racial and ethnic group; 2) economically
disadvantaged students as compared to students who are not economically disadvantaged; 3) children with disabilities
as compared to children without disabilities; 4) English proficiency status; 5) gender; and 6) migrant status], 7)
homeless status, 8) status as a child in foster care, and 9) status as a student with a parent who is a member of the
Armed Forces (as defined in section 101(a)(4) of title 10, United States Code) on active duty (as defined in section
101(d)(5) of such title).

CTE Participant and Concentrator Enrollment Forms
i.

An eligible agency must report participant and concentrator data for the
preceding program year. For example, in its December 31, 2020, CAR
submission, an eligible agency must report data for program year covering July
1, 2019, through June 30, 2020.

ii.

An eligible agency must provide an unduplicated count of its CTE participants
and concentrators at secondary and postsecondary levels.

iii.

An eligible agency must provide disaggregated data for its CTE participants and
concentrators in the 16 career clusters 2 listed below by gender, race/ethnicity,
and for each of the subgroups of students described in section 1111(h)(1)(C)(ii)
of the Elementary and Secondary Education Act of 1965 (ESEA), and for each
of the special populations described in section 3(48) and as defined in Section 2
below.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)

Agriculture, Food, and Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics
Other; please identify:

In providing this count—

Disaggregated data may be duplicative counts.

If the eligible agency has a different name for a cluster, they should select
the closest applicable of the career clusters in which to place the student.

The Department has determined that it is appropriate for reporting at the career cluster level. See Section
113(b)(3)(C)(ii)(I)(bb) of Perkins V. States may also provide additional disaggregation by State-specific programs of
study, if they wish.

If the eligible agency does not provide one or more of the 16 career
clusters, they must indicate a -9 (program not offered) in that column.

CTE Concentrator Performance Forms
i.

The Department will pre-populate the State-determined performance levels
(SDPLs) on each performance form using the SDPL Form submitted by the
eligible agency in its Perkins V State Plan and revisions, if any.

ii.

An eligible agency must provide its numerator and denominator definition for
each of the section 113(b)(2) core indicators of performance as presented on
Table 2, including one or more of the program quality indicators(s) they have
included in their approved Perkins V State Plan.

iii.

An eligible agency must provide aggregated data (an unduplicated total) for
each of the section 113(b)(2) core indicators of performance.

iv.

An eligible agency must provide disaggregated data on the performance of CTE
concentrators by gender, race/ethnicity, and for each of the subgroups of
students described in section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act of 1965 (ESEA), and for each of the special populations
described in section 3(48) and as defined in Section 2 below. Disaggregated
data may be duplicative counts; for example, a student may be both an “English
Learner” and “economically disadvantaged.”

An eligible agency must provide disaggregated data on the performance of CTE
concentrators by the 16 career clusters and any other career cluster recognized in
their State as described in Item b.iii above. Disaggregated data may be
duplicative counts; for example, a student may be counted in both “Health
Science” and “STEM” career clusters.

vi.

The disaggregation of data is not required when the number of students in a
category is insufficient to yield statistically reliable information or when the
results would reveal personally identifiable information about an individual
student. 3

vii. Each cell on the student enrollment forms must contain a digit, a “0” (zero), -9
(program not offered), or -1 (not provided). A “0” indicates that there are no
students in the cell. An -1 means that the eligible agency attempted, but was
unable, to obtain data from its eligible recipients. Please note that an -1 will be
counted as a “0” in aggregated totals.

An eligible agency is not required to submit data to the Department for any category for which the number of
students is insufficient to yield statistically reliable information or when the results would reveal personally
identifiable information about an individual student.

Definitions of Terms
a.

Definitions for Programs and Students
i.

CAREER AND TECHNICAL EDUCATION.—The term ``career and technical
education'' means organized educational activities that—
(A) offer a sequence of courses that-(i) provides individuals with rigorous academic content and relevant
technical knowledge and skills needed to prepare for further
education and careers in current or emerging professions, which may
include high-skill, high-wage, or in-demand industry sectors or
occupations, which shall be, at the secondary level, aligned with the
challenging State academic standards adopted by a Stat under
section 1111(b)(1) of the Elementary and Secondary Education Act
of 1965;
(ii) provides technical skill proficiency or a recognized postsecondary
credential which may include an industry-recognized credential, a
certificate, or an associate degree ; and
(iii) may include prerequisite courses (other than a remedial course) that
meet the requirements of this subparagraph;
(B) include competency-based, work-based, or other applied learning that
supports the development of academic knowledge, higher-order reasoning
and problem-solving skills, work attitudes, employability skills, technical
skills, and occupation-specific skills, and knowledge of all aspects of an
industry, including entrepreneurship, of an individual;
(C) to the extent practicable, coordinate between secondary and postsecondary
education programs through programs of study, which may include
coordination through articulation agreements, early college high school
programs, dual or concurrent enrollment program opportunities, or other
credit transfer agreements that provide postsecondary credit or advanced
standing; and
(D) may include career exploration at the high school level or as early as the
middle grades (as such term is defined in section 8101of the Elementary
and Secondary Education Act of 1965).
(Section 3(5) of Perkins V)

ii.

PROGRAM OF STUDY.—The term “program of study” means a coordinated,
nonduplicative sequence of academic and technical content at the secondary and
postsecondary level that—
(A) incorporates challenging State academic standards, including those
adopted by a State under section 1111(b)(1) of the Elementary and
Secondary Education Act of 1965;
(B) addresses both academic and technical knowledge and skills, including
employability skills;

(C) is aligned with the needs of industries in the economy of the State, region,
Tribal community, or local area;
(D) progresses in specificity (beginning with all aspects of an industry or
career cluster and leading to more occupation-specific instruction);
(E) has multiple entry and exit points that incorporate credentialing; and
(F) culminates in the attainment of a recognizes postsecondary credential.
(Section 3(41) of Perkins V)
iii.

CTE PARTICIPANT.—The term ‘CTE participant’ means an individual who
completes not less than one course in a career and technical education program
or program of study of an eligible recipient.
(Section 3(13) of Perkins V)

iv.

CTE CONCENTRATOR.—The term “CTE concentrator” means—
(A) at the secondary school level, a student served by an eligible recipient who
has completed at least 2 courses* in a single career and technical education
program or program of study; and
(B) at the postsecondary level, a student enrolled in an eligible recipient who
has—
(i) earned at least 12 credits within a career and technical education
program or program of study; or
(ii) completed such a program if the program encompasses fewer than 12
credits or the equivalent in total.
(Section 3(12) of Perkins V)
*

This means that once a student completes 2 courses in a single CTE
program of study, he or she is counted as a CTE concentrator.

Definitions for Reporting Disaggregated Data
i.

Race/Ethnicity - Secondary Level
(A) Major Racial and Ethnic Groups
As mentioned above, Perkins V requires eligible agencies to report and
disaggregate data on levels of performance for CTE concentrators by the
subgroups described in section 1111(h)(1)(C)(ii) of the ESEA, including
major racial and ethnic groups. A State must use the major racial and
ethnic groups in its State as established in its approved Consolidated State
Plan under section 8302 of the ESEA (please note that this need not
include all of the categories established in the Classification of Federal
Data on Race and Ethnicity established by OMB and the Department
https://www.gpo.gov/fdsys/pkg/FR-2007-10-19/pdf/E7-20613.pdf).
21

(B) Additional Subgroups Included in Consolidated Plans under the
Elementary and Secondary Education Act
An eligible agency also may report disaggregated data using any additional
or combined subgroups included in its approved consolidated ESEA State
plan. In such a case, the eligible agency should report these categories in
the “additional information” section on each form.
ii.

Race/Ethnicity - Postsecondary Level
(A) The following categories and definitions are based on the Revisions to the
Standards for the Classification of Federal Data on Race and Ethnicity that
was issued by OMB in 1997:
-

American Indian or Alaskan Native – A person having origins in any
of the original peoples of North and South America (including
Central America), and who maintains a tribal affiliation or
community attachment.

Asian – A person having origins in any of the original peoples of the
Far East, East, Southeast Asia, or the Indian subcontinent including,
for example, Cambodia, China, India, Japan, Korea, Malaysia,
Pakistan, the Philippine Islands, Thailand, and Vietnam.

Black or African American – A person having origins in any of the
Black racial groups of Africa.

Hispanic or Latino– A person of Cuban, Mexican, Puerto Rican,
South or Central American, or other Spanish culture or origin.

Native Hawaiian or Other Pacific Islander – A person having origins
in any of the original peoples of Hawaii, Guam, Samoa, or other
Pacific Islands.

White – A person having origins in any of the original peoples of
Europe, the Middle East, or North Africa.

Two or More Races – A person belonging to two or more racial
groups.

Race and/or Ethnicity Unknown – A postsecondary student only who
does not self-identify a race and/or ethnicity on a local information
collection.

iii.

Student Categories Described in Perkins V and the ESEA
(A) Table 3 at the end of this section provides the statutory definitions under
Perkins V and ESEA for the student categories to be used in reporting
disaggregated data for the secondary and postsecondary indicators of
performance on the CAR data forms.
(B) Where a student category has a different definition under Perkins V and ESEA,
data for those students should be reported together for that category on the
CAR data forms. For example, within the category “Individual with a
Disability,” an eligible agency would report data for individuals with a
disability under section 3 of the Americans with Disabilities Act of 1990 (42
U.S.C. 12102) and children with a disability as defined in section 602(3) of the
Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 401(3)).

Performance Data Forms
See attached Excel spreadsheets containing—
1.
2.
3.

CTE Participant Enrollment Forms;
CTE Concentrator Enrollment Forms; and
CTE Concentrator Performance Forms

Table 2: Section 113(b)(2) Core Indicators of Performance
Indicator Descriptions

Indicator Codes

Indicator Names

The percentage of CTE concentrators who graduate high school, as measured by
the four-year adjusted cohort graduation rate defined in section 8101 of the
ESEA.
(At the State’s discretion) The percentage of CTE concentrators who graduate
high school, as measured by extended-year adjusted cohort graduation rate
defined in section 8101 of the ESEA.
CTE concentrator proficiency in the challenging State academic standards
adopted by the State under section1111(b)(1) of the Elementary and Secondary
Education Act of 1965, as measured by the academic assessments in
reading/language arts as described in section 1111(b)(2) of such Act.
CTE concentrator proficiency in the challenging State academic standards
adopted by the State under section1111(b)(1) of the Elementary and Secondary
Education Act of 1965, as measured by the academic assessments in
mathematics as described in section 1111(b)(2) of such Act.
CTE concentrator proficiency in the challenging State academic standards
adopted by the State under section1111(b)(1) of the Elementary and Secondary
Education Act of 1965, as measured by the academic assessments in science as
described in section 1111(b)(2) of such Act.
The percentage of CTE concentrators who, in the second quarter after exiting
from secondary education, are in postsecondary education or advanced training,
military service or a service program that receives assistance under title I of the
National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are
volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C.
2504(a)), or are employed.
The percentage of CTE concentrators in career and technical education programs
and programs of study that lead to non-traditional fields. 4

1S1

Four-Year Graduation Rate

1S2

Extended-Year Graduation Rate

2S1

Academic Proficiency in
Reading/Language Arts

2S2

Academic Proficiency in Mathematics

2S3

Academic Proficiency in Science

3S1

Post-Program Placement

4S1

Non-traditional Program
Concentration

Secondary Level

This means that a student gets counted under this indicator if individuals from their gender comprise less than 25 percent of the individuals employed in
the related occupation or field of work.

Indicator Descriptions

Indicator Codes

Indicator Names

Secondary Level (con’t)
The eligible agency must include at least one program quality indicator—5S1, 5S2, or 5S3—and may include any other quality measure that is
statewide, valid, reliable, and comparable across the State, 5S4.
The percentage of CTE concentrators graduating from high school having
attained a recognized postsecondary credential.
The percentage of CTE concentrators graduating from high school having
attained postsecondary credits in the relevant career and technical education
program or program of study earned through a dual or concurrent enrollment or
another credit transfer agreement
The percentage of CTE concentrators graduating from high school having
participated in work-based learning.
Other(s) (optional): The percentage of CTE concentrators achieving on any
other measure of student success in career and technical education that is
statewide, valid, and reliable, and comparable across the State. Please identify.

5S1
5S2

5S3
5S4, 5S5, 5S6, …

Program Quality – Attained
Recognized Postsecondary Credential
Program Quality – Attained
Postsecondary Credits
Program Quality – Participated in
Work-Based Learning
Program Quality – Other

Postsecondary Level
The percentage of CTE concentrators who, during the second quarter after
program completion, remain enrolled in postsecondary education, are in
advanced training, military service, or a service program that receives assistance
under title I of the National and Community Service Act of 1990 (42 U.S.C.
12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act
(22 U.S.C. 2504(a)), or are placed or retained in employment.
The percentage of CTE concentrators who receive a recognized postsecondary
credential during participation in or within 1 year of program completion. 5
The percentage of CTE concentrators in career and technical education programs
and programs of study that lead to non-traditional fields. 6

1P1

Postsecondary Placement

2P1

Earned Recognized Postsecondary
Credential

3P1

Non-traditional Program
Concentration

This means that a student gets counted under this indicator whether the student obtains the credential during participation or within 1 year of completion.
The Department interprets “within 1 year of completion” to have the plain meaning of those words: “that the student would be counted if the student
obtains the credential in the 1 year following that student’s completion of the program.”

This means that a student gets counted under this indicator if individuals from their gender comprise less than 25 percent of the individuals employed in
the related occupation or field of work.

Table 3: Student Categories for Reporting Disaggregated Data
on the Section 113(b)(2) Core Indicators
Note: Where the definitions for a special population category under Perkins V and a comparable subgroup under the Elementary and Secondary
Education Act (ESEA) are different, the eligible agency will report enrollment and performance data for those students together in the single
corresponding reporting category. For example, the eligible agency would report data for individuals with disabilities under the Americans with
Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) in the “Individuals with Disabilities (Secondary only) Category” on
the CAR Data Forms.
Reporting
Category on
CAR Data
Forms
Individuals with
Disabilities
(Secondary only)

Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(28) Perkins V defines the term ‘‘individual with a
disability’’ to mean an individual with any disability (as defined in
section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C.
12102)).
**Section 3 of the Americans with Disabilities Act of 1990 defines
the term “disability” to mean, with respect to an individual—(A) a
physical or mental impairment that substantially limits one or more
of the major life activities of such individual; (B) a record of such an
impairment; or (C) being regarded as having such an impairment.
For purposes of paragraph (1)(C):
(A) An individual meets the requirement of “being regarded as
having such an impairment” if the individual establishes that he or
she has been subjected to an action prohibited under this chapter
because of an actual or perceived physical or mental impairment
whether or not the impairment limits or is perceived to limit a major
life activity.
(B) Paragraph (1)(C) shall not apply to impairments that are
transitory and minor. A transitory impairment is an impairment with
an actual or expected duration of 6 months or less.
This section 3 definition also covers individuals with disabilities
under Section 504 of the Rehabilitation Act of 1973 (Section 504),
29 U.S.C. 794; See 29 U.S.C. 705(9)(b) and 705(20)(b).

Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended
The ESEA provides that a “child with a disability” is defined in
section 602 of the Individuals with Disabilities Education Act (20
U.S.C. §1401(3)):*
*Section 602 of the Individuals with Disabilities Education Act
defines the term “child with a disability” to mean a child “(i) with
intellectual disabilities, hearing impairments (including deafness),
speech or language impairments, visual impairments (including
blindness), serious emotional disturbance (referred to in this title as
`emotional disturbance'), orthopedic impairments, autism, traumatic
brain injury, other health impairments, or specific learning
disabilities; and (ii) who, by reason thereof, needs special education
and related services.

Individuals with
Disabilities
(Postsecondary
only)

Section 3(28) Perkins V defines the term ‘‘individual with a
disability’’ to mean an individual with any disability (as defined in
section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C.
12102)).
**Section 3 of the Americans with Disabilities Act of 1990 defines
the term “disability” to mean, with respect to an individual—(A) a
physical or mental impairment that substantially limits one or more
of the major life activities of such individual; (B) a record of such an
impairment; or (C) being regarded as having such an impairment.
For purposes of paragraph (1)(C):
(A) An individual meets the requirement of “being regarded as
having such an impairment” if the individual establishes that he or
she has been subjected to an action prohibited under this chapter
because of an actual or perceived physical or mental impairment
whether or not the impairment limits or is perceived to limit a major
life activity.
(B) Paragraph (1)(C) shall not apply to impairments that are
transitory and minor. A transitory impairment is an impairment with
an actual or expected duration of 6 months or less.
This section 3 definition also covers individuals with disabilities
under Section 504 of the Rehabilitation Act of 1973 (Section 504),
29 U.S.C. 794; See 29 U.S.C. 705(9)(b) and 705(20)(b).

The ESEA is not applicable to individuals with disabilities at the
postsecondary level.

Reporting
Category on
CAR Data
Forms
Individuals from
Economically
Disadvantaged
Families

Individuals
Preparing for
Non-traditional
Fields
Single Parents

Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended

Definitions for Special Populations in
Section 3(48) of Perkins V
Perkins 3(48)(B) of Perkins V includes low-income youth and adults
in the definition of “individuals from economically disadvantaged
families.”

Under ESEA, States have the discretion to define this term.

Under Perkins V, States have the discretion to decide how to define
this term. At the secondary level, the Department recommends that a
State consider using the same definition of economically
disadvantaged that the State uses in the accountability system under
Title I, Part A of the ESEA of 1965, as amended by the Every
Student Succeeds Act (ESSA).
Section 3(33) of Perkins V defines the term “non-traditional fields”
There is no comparable category in ESEA.
to mean occupations or fields of work, such as careers in computer
science, technology, or other current and emerging high skill
occupations, for which individuals from one gender comprise less
than 25 percent of the individuals employed in such occupation or
field of work.
Section 3(48)(D) of Perkins includes single pregnant women in the
There is no comparable category in ESEA.
definition of “single parent.”

Reporting
Category on
CAR Data
Forms
Out of
Workforce
Individuals

Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended

Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(36) of Perkins V defines the term “out-of-workforce
individual” to mean—(A) an individual who is a displaced
homemaker, as defined in section 3 of the Workforce Innovation
and Opportunity Act (WIOA) (29 U.S.C.3102)*; or (B) an
individual who—(i)(1) has worked primarily without remuneration
to care for a home and family, and for that reason has diminished
marketable skills; or (II) is a parent whose youngest dependent
child will become ineligible to receive assistance under part A of
title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later
than 2 years after the date on which the parent applies for
assistance under such title; and (ii) is unemployed or
underemployed and is experiencing difficulty in obtaining or
upgrading employment.
*Section 3(16) of WIOA defines the term “displaced homemaker”
as an individual who has been providing unpaid services to family
members in the home and who—(A)(i) has been dependent on the
income of another family member but is no longer supported by
that income; or (ii) is the dependent spouse of a member of the
Armed Forces on active duty (as defined in section 101(d)(1) of
title 10, U.S.C.) and whose family income is significantly reduced
because of a deployment (as defined in section 991(b) of title 10,
U.S.C, or pursuant to paragraph (4) of such section), a call or order
to active duty pursuant to a provision of law referred to in section
101(a)(13)(B) of title 10, U.S.C., a permanent change of station, or
the service-connected (as defined in section 101(16) of title 38,
U.S.C.) death or disability of the member; and (B) is unemployed
or underemployed and is experiencing difficulty in obtaining or
upgrading employment.

There is no comparable category in ESEA.

Reporting
Category on
CAR Data
Forms
English Learners

Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended

Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(22) of Perkins V defines the term “English Learner” to
mean—(A) a secondary school student who is an English learner,
as defined in section 8101 of the Elementary and Secondary
Education Act of 1965; or (B) an adult or an out-of-school youth
who has limited ability in speaking, reading, writing, or
understanding the English language and—(i) whose native
language is a language other than English; or (ii) who lives in a
family environment in which a language other than English is the
dominant language.

Section 8101(20) of the ESEA defines the term “English learner,”
when used with respect to an individual, to mean an individual—
(A) who is aged 3 through 21; (B) who is enrolled or preparing to
enroll in an elementary or secondary school; (C)(i) who was not
born in the United States or whose native language is a language
other than English; (ii)(I) who is a Native American or Alaska
Native, or a native resident of the outlying areas; and (II) who
comes from an environment where a language other than English
has had a significant impact on the individual’s level of English
language proficiency; or (iii) who is migratory, whose native
language is a language other than English, and who comes from an
environment where a language other than English is dominant; and
(D) whose difficulties in speaking, reading, writing, or
understanding the English language may be sufficient to deny the
individual—(i) the ability to meet challenging State academic
standards; (ii) the ability to successfully achieve in classrooms
where the language of instruction is English; or (iii) the opportunity
to participate fully in society.

Reporting
Category on
CAR Data
Forms
Homeless
Individuals

Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended

Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(48)(G) of Perkins V provides that “homeless individuals”
are defined in section 725 of the McKinney-Vento Homeless
Assistance Act (42 U.S.C. 11434a)*.
*Section 725 of the McKinney-Vento Homeless Assistance Act
defines the term ‘homeless children and youths’ to—(A) mean
individuals who lack a fixed, regular, and adequate nighttime
residence (within the meaning of section 103(a)(1)); and (B)
include—(i) children and youths who are sharing the housing of
other persons due to loss of housing, economic hardship, or a
similar reason; are living in motels, hotels, trailer parks, or camping
grounds due to the lack of alternative adequate accommodations;
are living in emergency or transitional shelters; or are abandoned in
hospitals; (ii) children and youths who have a primary nighttime
residence that is a public or private place not designed for or
ordinarily used as a regular sleeping accommodation for human
beings (within the meaning of section 103(a)(2)(C)); (iii) children
and youths who are living in cars, parks, public spaces, abandoned
buildings, substandard housing, bus or train stations, or similar
settings; and (iv) migratory children (as such term is defined in
section 1309 of the Elementary and Secondary Education Act of
1965) who qualify as homeless for the purposes of this subtitle
because the children are living in circumstances described in
clauses (i) through (iii).

ESEA regulations at 34 C.F.R. § 200.2(b)(11)(i)(G) provide that the
status as a “homeless child or youth” means the same as defined in
section 725(2) of title VII, subtitle B of the McKinney-Vento
Homeless Assistance Act, as amended.

Reporting
Category on
CAR Data
Forms
Youth in Foster
Care

Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended

Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(48)(H) of Perkins V includes youth who are in, or have
aged out of, the foster care system.

ESEA regulations at 34 C.F.R. § 200.2(b)(11)(i)(H) provide that
“foster care” means 24-hour substitute care for children placed away
from their parents and for whom the agency under title IV-E of the
Social Security Act has placement and care responsibility. This
includes, but is not limited to, placements in foster family homes,
foster homes of relatives, group homes, emergency shelters,
residential facilities, child care institutions, and preadoptive homes.
A child is in foster care in accordance with this definition regardless
of whether the foster care facility is licensed and payments are made
by the State, tribal, or local agency for the care of the child, whether
adoption subsidy payments are being made prior to the finalization
of an adoption, or whether there is Federal matching of any
payments that are made.

Reporting
Category on
CAR Data
Forms
Youth with a
Parent in Active
Military

Migrant Students
(Secondary
Only)

Definitions of Subgroups of Students
in Section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act (ESEA) of 1965, as amended

Definitions for Special Populations in
Section 3(48) of Perkins V
Section 3(48)(I) of Perkins V includes youth with a parent who—
(i) is a member of the Armed Forces (as defined in section
101(a)(4) of title 10, United States Code); and (2) is on active duty
(as defined in section 101(d)(1) of such title.

ESEA regulations at 34 C.F.R. § 200.2(b)(11)(i)(I) provide that the
“status as a student with a parent who is a member of the armed
forces on active duty or serves on full-time National Guard duty,
where ‘armed forces,’ ‘active duty,’ and ‘full-time National Guard
duty,’ have the same meanings given them in 10 U.S.C. 101(a)(4),
101(d)(1), and 101(d)(5), respectively.” A State may also include a
student with a parent who serves on full-time National Guard duty.

There is no definition in Perkins V.

Section 1309(3) of the ESEA defines the term ‘migratory child' to
mean a child who is, or whose parent or spouse is, a migratory
agricultural worker, including a migratory dairy worker, or a
migratory fisher, and who, in the preceding 36 months, in order to
obtain, or accompany such parent or spouse, in order to obtain,
temporary or seasonal employment in agricultural or fishing work —
(A) has moved from one school district to another; (B) in a State that
is comprised of a single school district, has moved from one
administrative area to another within such district; or (C) resides in a
school district of more than 15,000 square miles, and migrates a
distance of 20 miles or more to a temporary residence to engage in a
fishing activity.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

GRAND TOTAL
GENDER
Male
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
Group 7:
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military
Migrant Students
* State enters unduplicated count of secondary participants.

*
Header Row - No Information Entered Here

Header Row - No Information Entered Here

Other (specify)

Transp. Distr. & Logis.

STEM

Marketing

Manufacturing

Information Technology

Human Services

Hospitality & Tourism

Health Science

Govt. & Public Admin.

Finance

Education & Training

Business Mgnt. & Admin.

Number of
Secondary
Participants

Arts, AV, Tech & Comm.

Population

Arch. & Const.

Line

Agr. Food & Nat. Res.

CAREER CLUSTERS

Law, Public Safety, Cor. & Se

IV.B: PERFORMANCE DATA FORMS
1a: Secondary CTE Participant Enrollment Form

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

GRAND TOTAL
GENDER
Male
Female
RACE/ETHNICITY (1997 Revised Standards)
American Indian or Alaskan Native
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Unknown
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
Individuals from Economically Disadvantaged Families
Individuals Preparing for Non-traditional Fields
Single Parents
Out of Workforce Individuals
English Learners
Homeless Individuals
Youth In Foster Care
Youth with Parent in Active Military
Migrant Students
* State enters unduplicated count of postsecondary participants.

*
Header Row - No Information Entered Here

Header Row - No Information Entered Here

Other (specify)

Transp. Distr. & Logis.

STEM

Marketing

Manufacturing

Information Technology

Human Services

Hospitality & Tourism

Health Science

Govt. & Public Admin.

Finance

Education & Training

Business Mgnt. & Admin.

Number of
Postsecondary
Participants

Arts, AV, Tech & Comm.

Population

Arch. & Const.

Line

Agr. Food & Nat. Res.

CAREER CLUSTERS

Law, Public Safety, Cor. & Se

IV.B: PERFORMANCE DATA FORMS
1b: Postsecondary CTE Participant Enrollment Form

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

*
Header Row - No Information Entered Here

Header Row - No Information Entered Here

Other (specify)

Transp. Distr. & Logis.

STEM

Marketing

Manufacturing

Information Technology

Human Services

Hospitality & Tourism

Health Science

Govt. & Public Admin.

Finance

Education & Training

Business Mgnt. & Admin.

Number of
Secondary
Concentrators

Arts, AV, Tech & Comm.

Population

Arch. & Const.

Line

Agr. Food & Nat. Res.

CAREER CLUSTERS

Law, Public Safety, Cor. & Se

IV.B: PERFORMANCE DATA FORMS
2a: Secondary CTE Concentrator Enrollment Form

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

*
Header Row - No Information Entered Here

Header Row - No Information Entered Here

Other (specify)

Transp. Distr. & Logis.

STEM

Marketing

Manufacturing

Information Technology

Human Services

Hospitality & Tourism

Health Science

Govt. & Public Admin.

Finance

Education & Training

Business Mgnt. & Admin.

Number of
Postsecondary
Concentrators

Arts, AV, Tech & Comm.

Population

Arch. & Const.

Line

Agr. Food & Nat. Res.

CAREER CLUSTERS

Law, Public Safety, Cor. & Se

IV.B: PERFORMANCE DATA FORMS
2b: Postsecondary CTE Concentrator Enrollment Form

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 1S1: Four-Year Graduation Rate
Numerator definition:
Denominator definition:

Line

Population

GRAND TOTAL - UNDUPLICATED
GENDER
Male
2
3
Female
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
4
Group 2:
5
Group 3:
6
Group 4:
7
Group 5:
8
Group 6:
9
Group 7:
10
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
11
Individuals from Economically Disadvantaged Families
12
Individuals Preparing for Non-traditional Fields
13
Single Parents
14
Out of Workforce Individuals
15
English Learners
16
Homeless Individuals
17
18
Youth In Foster Care
19
Youth with Parent in Active Military
20
Migrant Students
CAREER CLUSTERS
21
Agriculture, Food & Natural Resources
22
Architecture & Construction
23
Arts, A/V Technology & Communications
24
Business Management & Administration
25
Education & Training
26
Finance
27
Government & Public Administration
28
Health Science
29
Hospitality & Tourism
30
Human Services
31
Information Technology
32
Law, Public Safety, Corrections & Security
33
Manufacturing
34
Marketing
35
Science, Technology, Engineering & Mathematics
36
Transportation, Distribution & Logistics
37
Other: Please identify:
Additional Information:
1

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 1S2: Extended-Year Graduation Rate
Numerator definition:
Denominator definition:

Line

Population

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 2S1: Academic Proficiency in Reading Language Arts
Numerator definition:
Denominator definition:

Line

Population

GRAND TOTAL - UNDUPLICATED
GENDER
Male
2
Female
3
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
4
Group 2:
5
Group 3:
6
Group 4:
7
Group 5:
8
Group 6:
9
Group 7:
10
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
11
Individuals from Economically Disadvantaged Families
12
Individuals Preparing for Non-traditional Fields
13
Single Parents
14
Out of Workforce Individuals
15
English Learners
16
Homeless Individuals
17
18
Youth In Foster Care
19
Youth with Parent in Active Military
20
Migrant Students
CAREER CLUSTERS
21
Agriculture, Food & Natural Resources
22
Architecture & Construction
23
Arts, A/V Technology & Communications
24
Business Management & Administration
25
Education & Training
26
Finance
27
Government & Public Administration
28
Health Science
29
Hospitality & Tourism
30
Human Services
31
Information Technology
32
Law, Public Safety, Corrections & Security
33
Manufacturing
34
Marketing
35
Science, Technology, Engineering & Mathematics
36
Transportation, Distribution & Logistics
37
Other: Please identify:
Additional Information:
1

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 2S2: Academic Proficiency in Mathematics
Numerator definition:
Denominator definition:

Line

Population

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 2S3: Academic Proficiency in Science
Numerator definition:
Denominator definition:

Line

Population

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 3S1: Post-Program Placement
Numerator definition:
Denominator definition:

Line

Population

GRAND TOTAL - UNDUPLICATED
GENDER
Male
2
Female
3
MAJOR RACIAL AND ETHNIC GROUPS (ESEA)
Group 1:
4
Group 2:
5
Group 3:
6
Group 4:
7
Group 5:
8
Group 6:
9
Group 7:
10
SPECIAL POPULATIONS (Defined in Section 3(48) and ESSA
Individuals with Disabilities
11
Individuals from Economically Disadvantaged Families
12
Individuals Preparing for Non-traditional Fields
13
Single Parents
14
Out of Workforce Individuals
15
English Learners
16
Homeless Individuals
17
18
Youth In Foster Care
19
Youth with Parent in Active Military
20
Migrant Students
CAREER CLUSTERS
21
Agriculture, Food & Natural Resources
22
Architecture & Construction
23
Arts, A/V Technology & Communications
24
Business Management & Administration
25
Education & Training
26
Finance
27
Government & Public Administration
28
Health Science
29
Hospitality & Tourism
30
Human Services
31
Information Technology
32
Law, Public Safety, Corrections & Security
33
Manufacturing
34
Marketing
35
Science, Technology, Engineering & Mathematics
36
Transportation, Distribution & Logistics
37
Other: Please identify:
PLACEMENT
38
Advanced Training
39
Military Service
40
National or Community Service, or Peace Corps
Employment
41
42
Postsecondary Education
Certificate
43
Associate Degree
44
Baccalaureate Degree
45
Additional Information:
1

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 4S1: Non-Traditional Program Concentration
Numerator definition:
Denominator definition:

Line

Population

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 5S1: Program Quality - Attained Recognized Postsecondary Credential
Numerator definition:
Denominator definition:

Line

Population

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 5S2: Program Quality - Attained Postsecondary Credits
Numerator definition:
Denominator definition:

Line

Population

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 5S3: Program Quality - Participated in Work-Based Learning
Numerator definition:
Denominator definition:

Line

Population

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 5S4: Program Quality - Other (Optional; as approved in Perkins V State Plan)
Numerator definition:
Denominator definition:

Line

Population

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 1P1: Postsecondary Placement
Numerator definition:
Denominator definition:

Line

Population

GRAND TOTAL - UNDUPLICATED
GENDER
Male
2
Female
3
RACE/ETHNICITY (1997 Revised Standards)
American Indian or Alaskan Native
4
Asian
5
Black or African American
6
Hispanic or Latino
7
Native Hawaiian or Other Pacific Islander
8
White
9
Two or More Races
10
Unknown
11
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
12
Individuals from Economically Disadvantaged Families
13
Individuals Preparing for Non-traditional Fields
14
Single Parents
15
Out of Workforce Individuals
16
English Learners
17
Homeless Individuals
18
19
Youth In Foster Care
20
Youth with Parent in Active Military
21
Migrant
CAREER CLUSTERS
22
Agriculture, Food & Natural Resources
23
Architecture & Construction
24
Arts, A/V Technology & Communications
25
Business Management & Administration
26
Education & Training
27
Finance
28
Government & Public Administration
29
Health Science
30
Hospitality & Tourism
31
Human Services
32
Information Technology
33
Law, Public Safety, Corrections & Security
34
Manufacturing
35
Marketing
36
Science, Technology, Engineering & Mathematics
37
Transportation, Distribution & Logistics
38
Other: Please identify:
PLACEMENT
39
Advanced Training
40
Military Service
National or Community Service, or Peace Corps
41
Employment
42
43
Postsecondary Education
Certificate
44
Associate Degree
45
Baccalaureate Degree
46
Additional Information:
1

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here
Header Row - No Information Entered Here

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 2P1: Earned Recognized Postsecondary Credential
Numerator definition:
Denominator definition:

Line

Population

GRAND TOTAL - UNDUPLICATED
GENDER
Male
2
3
Female
RACE/ETHNICITY (1997 Revised Standards)
American Indian or Alaskan Native
4
Asian
5
Black or African American
6
Hispanic or Latino
7
Native Hawaiian or Other Pacific Islander
8
White
9
Two or More Races
10
Unknown
11
SPECIAL POPULATIONS (Section 3(48) of Perkins V and ESEA)
Individuals with Disabilities
12
Individuals from Economically Disadvantaged Families
13
Individuals Preparing for Non-traditional Fields
14
Single Parents
15
Out of Workforce Individuals
16
English Learners
17
Homeless Individuals
18
19
Youth In Foster Care
20
Youth with Parent in Active Military
21
Migrant
CAREER CLUSTERS
22
Agriculture, Food & Natural Resources
23
Architecture & Construction
24
Arts, A/V Technology & Communications
25
Business Management & Administration
26
Education & Training
27
Finance
28
Government & Public Administration
29
Health Science
30
Hospitality & Tourism
31
Human Services
32
Information Technology
33
Law, Public Safety, Corrections & Security
34
Manufacturing
35
Marketing
36
Science, Technology, Engineering & Mathematics
37
Transportation, Distribution & Logistics
38
Other: Please identify:
Additional Information:
1

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

IV.B: PERFORMANCE DATA FORMS
3: CTE Concentrator Performance Form
Core Indicator 3P1: Nontraditional Program Concentration
Numerator definition:
Denominator definition:

Line

Population

Number of
Students in the
Numerator

Number of
Students in the
Denominator

State Determined
Level of
Performance

Actual Level of
Performance

State Determined
vs. Actual Level of
Performance

Met 90% of
Adjusted Level of
Performance (Y,N)

System Generated

Header Row - No Information Entered Here

File Type	application/pdf
Author	Browne, Charles
File Modified	2020-03-09
File Created	2019-06-12