Danielle Mezera, Ph.D., is a Senior Policy Fellow for ExcelinEd focusing on innovation policies.
ExcelinEd’s new Career and Technical Education playbook series offers specific, sequential steps to help states improve their CTE programs. Today, the series’ co-author, Dr. Danielle Mezera, shares how states can jump start CTE programs in the new era of Perkins V.
Getting to the heart of what comprises a high-quality state CTE program that fully reflects state priorities begins with the auditing of the current state CTE program. Though the audit process can be intensive, the results will provide states with clear roadmaps that will lead to the development and execution of meaningful, actionable Perkins V state plans.
ExcelinEd’s newest CTE playbook, Auditing a State Career and Technical Education Program for Quality, offers state policymakers a guide through this important process.
Last week, we discussed the three main phases CTE program audit should encompass. These phases include: planning and prep, implementation and analysis.
All three phases are vital to the overall outcome of an audit, but perhaps the most important is the first: planning and prep. This phase ensures the state is on the right path toward meaningful results and actions. It establishes the rationale, priorities and program quality indicators that will serve as the audit’s “North Star.”
View ExcelinEd’s state CTE program audit template for program quality indicators.
The audit’s program quality indicators (PQIs) should reflect what constitutes a high-quality state CTE program. These PQIs also serve as quality thresholds or benchmarks once data are collected and measured against the audit’s established priorities.
By evaluating program outcomes against these PQIs, a state policymaker can better understand whether their CTE program meets a high bar for quality, or, if not, where their program has fallen short based on the established priorities and thresholds.
To start the work, ExcelinEd has distilled the following six state CTE program quality indicators for consideration. These may serve as a starting point for states as they determine their own PQIs and definitions based on their identified priorities.
Measurable PQIs that align to a state’s values are a vital part of a state CTE program audit because they ensure the state is on the right path toward meaningful results for its students and communities. However, they are just one part of the state CTE program audit process.
I encourage you to look at ExcelinEd’s CTE playbook series, including accompanying resources and templates, for comprehensive playbooks of specific, sequential steps for consideration to help your state improve your CTE programs.