CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS For inquiries, please contact PRES Associates at: 1 [email protected] (307) 733-3255 W yoming State Depa rtment of Education Carl Perkins IV State Report Post-Secondary Schools and Students 2016-17 For inquiries, please contact Christopher Gwerder: [email protected] (307) 777-8757 CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS 2 Table of Contents Introduction to Carl Perkins IV ......................................................................................3 CTE Concentrators and Participants .............................................................................4 CTE Concentrators ................................................................................................. 4 CTE Participants ....................................................................................................6 Federal Indicators .............................................................................................................8 Summary of Results ...............................................................................................8 1P1 Technical Skills Attainment & 2P1 Credential, Certificate or Degree ......... 9 3P1 Student Retention or Transfer ........................................................................1 1 4P1 Student Placement ..........................................................................................1 3 5P1 Non-Traditional Participation ........................................................................1 5 5P2 Non-Traditional Completion ..........................................................................1 7 Summary ............................................................................................................................1 9 CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS 3 Introduction to Carl Perkins IV The Carl D. Perkins Vocational and Technical Education Act of 2006 (Perkins IV) is the principal source of federal funding to states for the improvement of secondary and postsecondary career and technical education programs. States are provided with funds for distribution to local educational agencies (LEAs) and postsecondary institutions for enhancing academic and technical knowledge and skills individuals need to prepare for further education or careers in current or emerging employment sectors. A number of important themes resulted from the reauthorization of the Carl D. Perkins Career and Technical Education Improvement Act, including accountability for results and program improvement at all levels, an increased level of communication and coordination within the Career & Technical Education (CTE) system, better integration of academic and technical skill development, and a comprehensive effort for secondary and post-secondary institutions to align their programs with needs and demands of business and industry. One of the most prominent changes is the requirement for each state to develop new “programs of study”, a unified program of academic and technical content connecting high school and post- secondary CTE programs leading to credentials or certificates recognized by industry. The following report presents data collected during the 2016-2017 school year from Wyoming post-secondary schools under the guidelines set forth by the Perkins IV Act. The information contained in this report illustrates how CTE programs are working in the state of Wyoming and also provides invaluable data to inform future planning. CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS 4 CTE Concentrators and Participants Demographic information was collected from 7 Wyoming post-secondary schools with students participating in CTE programs during the 2016-17 school year. Specifically, this information was collected for both CTE Concentrators and CTE Participants. The charts and tables in this section summarize the demographic information available for these CTE students. CTE Concentrators At the post-secondary level, a CTE concentrator is defined as a student who (1) completes at least 12 technical or academic credits within a single program area or across multiple CTE program areas, or (2) completes a threshold level in a short-term CTE program of less than 12 credit units that terminates in an industry-recognized credential, certificate or degree. There were 6,063 total students reported as CTE concentrators during the 2016-2017 school year. Concentrator enrollments are reported higher this year than last year (due in large part to past 3reporting error). Gender. During the 2016-2017 year, it was reported that 2,692 (44.4%) CTE concentrators were male and 3,371 (55.6%) were female. The proportion of males to females is lower this year compared to last year (~48.4% males; ~51.6% females). Figure 1. CTE Concentrator by Gender Male Female 44.4% 55.6% CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS 5 Race/Ethnicity. Similar to the limited ethnic diversity statewide in Wyoming, the ethnic distribution of CTE participants consists of 85.5% White students and 14.5% minorities. Figure 2. CTE Concentrators by Race/Ethnicity 6,000 5,184 s 5,000 r o t a r nt 4,000 e c n o C E 3,000 T C f o r 2,000 e b m uu 1,000 N 450 97 96 95 72 58 11 0 White Hispanic Unknown Two or Native Black Asian Pacific More Races American Islander Career cluster/program area. The Health Science cluster was again the most popular program area (26.1%). Manufacturing has been in the top three most popular programs over the past five years (11.5% in 2016-17). Table 1. CTE Concentrator Enrollment by Program Area Program Area Count Percent Health Science 1,584 26.1% Business Management & Administration 730 12.0% Manufacturing 696 11.5% Education & Training 610 10.1% Agriculture, Food & Natural Resources 499 8.2% Law, Public Safety, Corrections & Security 358 5.9% Transportation, Distribution & Logistics 347 5.7% Arts, Audio/Video Technology & Communications 293 4.8% Information Technology 201 3.3% Finance 169 2.8% Science, Technology, Engineering & Mathematics 164 2.7% Architecture & Construction 158 2.6% Hospitality & Tourism 121 2.0% Human Services 118 1.9% Marketing 13 0.2% Government & Public Administration 2 0.0% CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS 6 CTE Participants Participant enrollments are reported higher this year than last year. A total of 16,778 students were reported as CTE participants by colleges for the 2016-17 reporting year. Gender. During the 2016-2017 school year, it was reported that 9,024 (53.8%) males and 7,754 (46.2%) females were CTE participants. This is a lower proportion of females compared to last year (42.5%). Figure 3. CTE Participants by Gender 46.2% 53.8% Male Female Race/Ethnicity. Similar to the limited ethnic diversity statewide in Wyoming, the ethnic distribution of CTE participants consists of 84% White students and 16% minorities. Figure 4. CTE Participants by Race/Ethnicity 16,000 14,097 14,000 s 12,000 t n a p ci 10,000 ti r a E P 8,000 T C f 6,000 o r e b m 4,000 u N 1457 2,000 330 262 254 189 154 35 0 White Hispanic Unknown Two or Native Black Asian Pacific More Races American Islander CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS 7 Eligibility Category. Most CTE participants in a special population were categorized as economically disadvantaged (37.5% of special populations) followed by nontraditional enrollees (32.3% of special populations). Table 2. CTE Participants by Eligibility Category Category* Count Percent of Special Pops Nontraditional Enrollees 2,490 32.3% Economically Disadvantaged 2,886 37.5% Single Parents 1,317 17.1% Displaced Homemakers 557 7.2% Individuals With Disabilities (ADA) 369 4.8% Limited English Proficient 80 1.0% Total 7,699 100.0% *Students may have been eligible under more than one category. CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS 8 Federal Indicators Summary of Results The following table shows an overall summary of results statewide by each of the federal Perkins IV indicators. Targets that were met at 90% or greater are highlighted in yellow. The sections that follow describe results for each of these indicators in more detail and by subgroup. Table 3. Summary of Federal Perkins IV Indicator Results: Statewide Definitions 2016-17 2016-17 Indicators Targets Results (1P1) Technical Percent of CTE concentrators in the identified entry cohort who receive an industry-recognized credential, Skill Attainment certificate, or degree at any point between when they 33.00 43.26 were classified into the cohort and the current reporting period. (2P1) Credential, Percent of CTE concentrators in the identified entry cohort who receive or were eligible to receive an Certificate or industry-recognized credential certificate, or degree at 33.00 43.26 Degree any point between when they were classified into the cohort and the current reporting period. (3P1) Percent of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to Student Retention another 2- or 4-year postsecondary institution during the 67.10 67.41 or Transfer reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year. (4P1) Percent of CTE concentrators who were placed or retained in employment, or placed in military service or Student Placement apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE 82.76 87.54 concentrators who graduated by June 30, 2008 would be assessed between October 1, 2008 and December 31, 2008). (5P1) Percent of CTE participants from underrepresented gender groups who participated in a program that leads Non-Traditional to employment in nontraditional fields during the 27.04 22.75 Participation reporting year. (5P2) Percent of CTE concentrators in the identified entry cohort from underrepresented gender groups who Non-Traditional received or were eligible to receive a credential, Completion certificate, or degree in a CTE program that prepares 13.48 14.82 students for employment in an occupation identified as out-of-gender balance CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS 9 1P1 Technical Skills Attainment & 2P1 Credential, Certificate or Degree During the 2008-09 reporting year, indicator 1P1 was defined as the percent of non-returning CTE concentrators who passed a technical certification test. However, for the 2009-2010 reporting year, colleges convened to decide on a new measure of technical skill attainment due to the low number of concentrators who left postsecondary education and took a technical skill certification test during the prior year. The new definition consists of the percent of CTE concentrators who received a degree, credential, and/or certificate and was approved by OVAE. Of note is that the new definition is the same as 2P1. Hence, results for 1P1 and 2P1 are presented below. Overall, 43.3% of CTE concentrators attained a Credential, Certificate or Degree as compared to 56.7% that did not receive a credential, certificate or degree. This represents an increase from the prior year in which 33.9% reached technical skill attainment. For 2016-17, 1,149 concentrators were included in the numerator as completers, while 2,656 concentrators comprised the denominator. Figure 5. Percent of CTE Concentrators Receiving Credential, Certificate or Degree 100.0% 90.0% 80.0% 70.0% 60.0% 56.7% 50.0% 43.3% 40.0% 30.0% 20.0% 10.0% 0.0% Received Did Not Receive CARL PERKINS IV STATE REPORT: POST-SECONDARY SCHOOLS AND STUDENTS 10 Indicator 1P1 & 2P1 by Subpopulations: Results for indicator 1P1 & 2P1 by the subgroups of gender, race/ethnicity and special populations are reported in the following table. Highlights and key findings include:  39.5% of males and 46.4% of females received a credential, certificate or degree.  Among race/ethnicity subgroups, Asian (55.2%) students had the highest percentage of students receiving a credential, certificate or degree.  The highest proportion of special population students to meet this indicator were individuals with disabilities (51.0%). Table 4. Indicator 1P1 & 2P1 Results by Subpopulations (1P1) Technical Skill Attainment Percent of # of Students # of Students in Students in Numerator Denominator Meeting Gender Indicator Male 478 1,209 39.5% Female 671 1,447 46.4% Race/Ethnicity Native American 25 55 45.5% Asian 16 29 55.2% Pacific Islander * * NA Black 7 32 21.9% Hispanic 101 223 45.3% White 965 2,223 43.4% Two or More Races 21 54 38.9% Unknown 12 36 33.3% Special Populations Individuals With 25 49 51.0% Disabilities (ADA) Economically 443 1,032 42.9% Disadvantaged Single Parents 75 250 30.0% Displaced 30 131 22.9% Homemakers Limited English * * <10.0% Proficient Nontraditional 114 278 41.0% Enrollees * Low counts (denominator <10) and values >=95% or <=5% have been suppressed.