VTEA: Vocational Education State Grants

FY 2006 Program Performance Report

Strategic Goal 2
Formula
VTEA, Title I and WIA Section 503
Document Year 2006 Appropriation: $1,182,388
CFDA 84.048A: Vocational Education Basic Grants to States
84.048B: Pacific Vocational Education Improvement Program
84.101: Vocational Education_Indians Set-aside
84.259: Native Hawaiian Vocational Education

Program Goal: Increase access to and improve educational programs that

strengthen education achievement, workforce preparation, and
lifelong learning.
Objective 1 of 4: Vocational education state grants
Measure 1.1 of 7: The percentage of vocational concentrators meeting state-established
academic standards. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1998 33 Measure not in place
1999 45 Measure not in place
2000 44 Measure not in place
2001 70 Measure not in place
2002 72 71 Made Progress From Prior Year
2003 74 75 Target Exceeded
2004 76 75 Did Not Meet Target
2005 77 78 Target Exceeded
2006 78 (May 2007) Pending
2007 79 (May 2008) Pending
2008 80 (May 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Vocational Technical
Education Annual Performance and Financial Reports, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Under Perkins III, states are allowed maximum flexibility in their data collection
methodologies and procedures. This flexibility limits data comparability at the national level. The State
Administration and Accountability Group (SAAG) will conduct national and regional training institutes to
improve data collection efforts especially in the areas of special populations and minority students. SAAG
will conduct targeted individual state technical assistance to improve performance for special populations
and minority students. SAAG will collaborate with other divisions and agencies to improve the
performance of CTE students, particularly special population and minority students.
Explanation. FY 2005 performance target was exceeded. This was due to the continued technical
assistance to States during the Data Quality Institutes (DQI) hosted by OVAE.

Measure 1.2 of 7: The percentage of secondary vocational concentrators meeting state/locally

adopted skill standards, using state recognized approaches. (Desired direction: increase)
Actual
Year Target Status
(or date expected)

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 2000 39 Measure not in place
2001 61 Measure not in place
2002 63 59 Did Not Meet Target
2003 65 64 Made Progress From Prior Year
2004 70 64 Did Not Meet Target
2005 79 65 Made Progress From Prior Year
2006 74 (May 2007) Pending
2007 81 (May 2008) Pending
2008 82 (May 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Vocational Technical
Education Annual Performance and Financial Reports, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Under Perkins III, states are allowed maximum flexibility in their data collection
methodologies and procedures. This flexibility limits data comparability at the national level. The State
Administration and Accountability Group (SAAG) will conduct national and regional training institutes to
improve data collection efforts especially in the areas of special populations and minority students. SAAG
will conduct targeted individual state technical assistance to improve performance for special populations
and minority students. SAAG will collaborate with other divisions and agencies to improve the
performance of CTE students, particularly special population and minority students.
Explanation. FY 2005 performance target was not met. This is due to a number of States having
difficulties locally. OVAE is providing technical assistance to States that did not meet their negotiated
performance targets. Additionally, States are obtaining assistance from States that have met their
negotiated performance targets. Also, two regional Data Quality Institutes (DQI) were held to provide
States with guidance and technical assistance and for states to collaborate. States were given resource
materials, websites and contact persons to assist with their data collection challenges, as well.

Measure 1.3 of 7: The percentage of postsecondary vocational concentrators meeting

state/locally-adopted skill standards, using state recognized approaches. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2000 76 Measure not in place
2001 76 Measure not in place
2002 77 76 Did Not Meet Target
2003 78 77 Made Progress From Prior Year
2004 80 78 Made Progress From Prior Year
2005 79 77 Did Not Meet Target
2006 80 (May 2007) Pending
2007 81 (May 2008) Pending
2008 82 (May 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Vocational Technical
Education Annual Performance and Financial Reports, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Under Perkins III, states are allowed maximum flexibility in their data collection
methodologies and procedures. This flexibility limits data comparability at the national level. The State
Administration and Accountability Group (SAAG) will conduct national and regional training institutes to

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improve data collection efforts especially in the areas of special populations and minority students. SAAG
will conduct targeted individual state technical assistance to improve performance for special populations
and minority students. SAAG will collaborate with other divisions and agencies to improve the
performance of CTE students, particularly special population and minority students.
Explanation. FY 2005 performance target was not met. This is due to a number of States having
difficulties locally. OVAE is providing technical assistance to States that did not meet their negotiated
performance targets. Additionally, States are obtaining assistance from States that have met their
negotiated performance targets. Also, two regional Data Quality Institutes (DQI) were held to provide
States with guidance and technical assistance and for states to collaborate. States were given resource
materials, websites and contact persons to assist with their data collection challenges, as well.

Measure 1.4 of 7: The percentage of vocational concentrators who have completed high school.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 80 Measure not in place
2001 84 Measure not in place
2002 85 84 Did Not Meet Target
2003 86 84 Did Not Meet Target
2004 88 84 Did Not Meet Target
2005 87 84 Did Not Meet Target
2006 88 (May 2007) Pending
2007 89 (May 2008) Pending
2008 90 (May 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Vocational Technical
Education Annual Performance and Financial Reports, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Under Perkins III, states are allowed maximum flexibility in their data collection
methodologies and procedures. This flexibility limits data comparability at the national level. The State
Administration and Accountability Group (SAAG) will conduct national and regional training institutes to
improve data collection efforts especially in the areas of special populations and minority students. SAAG
will conduct targeted individual state technical assistance to improve performance for special populations
and minority students. SAAG will collaborate with other divisions and agencies to improve the
performance of CTE students, particularly special population and minority students.
Explanation. FY 2005 performance target was not met. This is due to a number of States
having challenges locally. OVAE is providing technical assistance to States that did not meet their
negotiated performance targets. Additionally, States are obtaining assistance from States that have met
their negotiated performance targets. Also, two regional Data Quality Institutes (DQI) were held to provide
States with guidance and technical assistance and for states to collaborate. States were given resource
materials, websites and contact persons to assist with their data collection challenges, as well.

Measure 1.5 of 7: The percentage of vocational concentrators who have transitioned to

postsecondary education or employment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 79 Measure not in place
2001 84 Measure not in place

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 2002 85 84 Did Not Meet Target
2003 86 84 Did Not Meet Target
2004 87 87 Target Met
2005 87 87 Target Met
2006 88 (May 2007) Pending
2007 89 (May 2008) Pending
2008 90 (May 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Vocational Technical
Education Annual Performance and Financial Reports, grantees submissions.
Frequency of Data Collection. Annual
Data Quality. Under Perkins III, states are allowed maximum flexibility in their data collection
methodologies and procedures. This flexibility limits data comparability at the national level. The State
Administration and Accountability Group (SAAG) will conduct national and regional training institutes to
improve data collection efforts especially in the areas of special populations and minority students. SAAG
will conduct targeted individual state technical assistance to improve performance for special populations
and minority students. SAAG will collaborate with other divisions and agencies to improve the
performance of CTE students, particularly special population and minority students.

Measure 1.6 of 7: The percentage of postsecondary vocational concentrators who have a

positive placement in military or employment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 82 Measure not in place
2001 84 Measure not in place
2002 84 86 Target Exceeded
2003 85 83 Did Not Meet Target
2004 86 83 Did Not Meet Target
2005 88 84 Made Progress From Prior Year
2006 89 (May 2007) Pending
2007 90 (May 2008) Pending
2008 91 (May 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Vocational Technical
Education Annual Performance and Financial Reports, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Under Perkins III, states are allowed maximum flexibility in their data collection
methodologies and procedures. This flexibility limits data comparability at the national level. The State
Administration and Accountability Group (SAAG) will conduct national and regional training institutes to
improve data collection efforts especially in the areas of special populations and minority students. SAAG
will conduct targeted individual state technical assistance to improve performance for special populations
and minority students. SAAG will collaborate with other divisions and agencies to improve the
performance of CTE students, particularly special population and minority students.
Explanation. FY 2005 performance target was not met. This is due to a number of States having
challenges locally. OVAE is providing technical assistance to States that did not meet their negotiated
performance targets. Additionally, States are obtaining assistance from States that have met their
negotiated performance targets. Also, two regional Data Quality Institutes (DQI) were held to provide
States with guidance and technical assistance and for states to collaborate. States were given resource
materials, websites and contact persons to assist with their data collection challenges, as well.

U.S. Department of Education 4 11/14/2006

 Measure 1.7 of 7: The percentage of postsecondary vocational concentrators who have
completed a postsecondary degree or certification. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 32 Measure not in place
2001 37 Measure not in place
2002 39 41 Target Exceeded
2003 42 41 Did Not Meet Target
2004 45 41 Did Not Meet Target
2005 44 42 Made Progress From Prior Year
2006 45 (May 2007) Pending
2007 46 (May 2008) Pending
2008 47 (May 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Vocational Technical
Education Annual Performance and Financial Reports, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Under Perkins III, states are allowed maximum flexibility in their data collection
methodologies and procedures. This flexibility limits data comparability at the national level. The State
Administration and Accountability Group (SAAG) will conduct national and regional training institutes to
improve data collection efforts especially in the areas of special populations and minority students. SAAG
will conduct targeted individual state technical assistance to improve performance for special populations
and minority students. SAAG will collaborate with other divisions and agencies to improve the
performance of CTE students, particularly special population and minority students.
Explanation. FY 2005 performance target was not met. This is due to a number of States having
difficulties locally. OVAE is providing technical assistance to States that did not meet their negotiated
performance targets. Additionally, States are obtaining assistance from States that have met their
negotiated performance targets. Also, two regional Data Quality Institutes (DQI) were held to provide
States with guidance and technical assistance and for states to collaborate. States were given resource
materials, websites and contact persons to assist with their data collection challenges, as well.

Objective 2 of 4: Vocational Education State Grants: Native Hawaiian Vocational and

Technical Education Program
Measure 2.1 of 3: The percentage of Native Hawaiian vocational students attaining high school
diplomas. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 97.25 Measure not in place
2004 98.25 97.14 Did Not Meet Target
2005 99.25 100 Target Exceeded
2006 100 (November 2006) Pending
2007 100 (September 2007) Pending
2008 100 (September 2008) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Native Hawaiian
Vocational and Technical Education Program, performance report, grantee submissions.
Frequency of Data Collection. Annual

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Data Quality.

Due to the fact that the target for this indicator is set high, quarterly conference calls are held to discuss
the grantee's status in meeting goals. When necessary, technical assistance is provided to assist
grantees in the alignment of resources and/or program changes.

Explanation.

The FY 2005 target was exceeded. The original due date for the 2006 data was July 2006. Due to
summer graduations, complete data will not be available until September 2006. The target for the
percentage of students attaining high school diplomas is set high. The grantee performs well in
developing quality programs and services that assist students in reaching graduation goals.

Measure 2.2 of 3: The percentage of Native Hawaiian vocational students entering

postsecondary or advanced programs. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 41 Measure not in place
2004 42 49 Target Exceeded
2005 43 59 Target Exceeded
2006 70 (November 2006) Pending
2007 71 (August 2007) Pending
2008 75 (August 2008) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Native Hawaiian
Vocational and Technical Education Program, performance report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Quarterly monitoring and technical assistance calls are conducted to discuss data
collection processes, and report requirements. Grantees provide progress reports, and activities and
steps that will be taken to meet goals.
Explanation.

The FY 2005 target was exceeded. The grantee uses a technology system that tracks students progress
and captures data on a daily basis. Therefore, the technical capability for the grantee to report on this
measure is advanced. Also, the increase in the number of students who receive high diplomas directly
impacts the percentage of students entering postsecondary and advanced programs.

Measure 2.3 of 3: The percentage of Native Hawaiian vocational students who obtained
employment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 41 Measure not in place
2004 42 38 Did Not Meet Target
2005 43 33 Did Not Meet Target
2006 30 61 Target Exceeded

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 2007 40 (September 2007) Pending
2008 43 (August 2008) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Native Hawaiian
Vocational and Technical Education Program, performance report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. On a monthly basis, monitoring and technical assistance calls are conducted to discuss
data collection processes, and report requirements. Grantees provide progress reports, and activities and
steps that will be taken to meet goals.
Explanation. The FY 2006 target was exceeded. The increase in the employment of graduates in
2006 may be attributed, in part , to the grantee identifying programs to meet the economic needs of the
community and to strong new community and education partnerships, particularly with local industry.

Objective 3 of 4: Vocational Education State Grants: Pacific Vocational Education

Improvement Program
Measure 3.1 of 2: The percentage of Pacific vocational students obtaining a high school
diploma. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 87.2 Measure not in place
2004 89 82 Did Not Meet Target
2005 90 92 Target Exceeded
2006 94 93 Made Progress From Prior Year
2007 94 (August 2007) Pending
2008 94 (August 2008) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Pacific Vocational
Education Improvement Program, performance report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality.

In January 2006, ED conducted monthly monitoring and technical assistance calls to discuss data
collection processes, report requirements and the project's newly updated strategic recruitment and
retention plan. The grantee provides progress reports on activities, including steps that will be taken to
meet goals.

Explanation. The program did not meet its FY 2006 target. Since 2004, the grantee continues to make
progress towards meeting targets. The progress can be attributed to a well-designed strategic plan that
focuses on recruiting and retaining students. The plan is updated yearly to consider internal and external
influences.

Measure 3.2 of 2: The percentage of vocational education teachers in Pacific outlying areas
who received professional development. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 56 Measure not in place
2004 5 75 Target Exceeded

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 2005 35 66 Target Exceeded
2006 70 71 Target Exceeded
2007 75 (August 2007) Pending
2008 77 (August 2008) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Pacific Vocational
Education Improvement Program, performance report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality.

Quarterly monitoring and technical assistance calls are conducted to discuss training opportunities
avaialble to teachers, and the types of training that are pertinent to the success of the program.

Target Context. The FY 2006 target was exceeded. Progress is made each year in meeting this goal.
Explanation. The FY 2006 target was exceeded. The number of teachers available to attend the
training/development opportunities increased. Additionally, there was an increase in the number of
relevant and pertinent development opportunities available in the geographical area.

Objective 4 of 4: Vocational Education State Grants - Native American Vocational and

Technical Education
Measure 4.1 of 3: The number of students enrolled in Native American Vocational and Technical
Education (NAVTEP) projects. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 2,497 6,067 Target Exceeded
2003 6,100 6,381 Target Exceeded
2004 6,400 4,087 Did Not Meet Target
2005 4,100 Measure not in place
2006 4,500 4,437 Made Progress From Prior Year
2007 4,500 (January 2008) Pending
2008 4,550 (January 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Native American
Vocational and Technical Education Program, performance report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Data is self-reported by grantee through performance, statistical and evaluation reports.
When feasible, data will be checked by staff during on-site monitoring of projects. ED will continue to
request increased enrollment numbers during clarification conferences with grantees for new and
continuation awards. Quarterly monitoring and technical assistance calls are conducted to discuss data
collection processes, and report requirements. During calls and/or site visits, grantees provide progress
reports, and activities and steps that will be taken to meet goals.
Explanation. The 2006 target was not met, but significant progress was made from 2005. Although
NAVTEP grantees are increasing the number of student enrollments, they continue to experience low
retention rates as a result of socio-economic factors. Through quarterly monitoring efforts, ED staff
members work with grantees to develop strategies for continuial improvement in student enrollments. It is
hoped that recent retention strategies will cause an increase in student enrollment numbers.

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 Measure 4.2 of 3: The number of NAVTEP students attaining a certificate or degree. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2002 664 Measure not in place
2003 690 728 Target Exceeded
2004 725 1,598 Target Exceeded
2005 1,478 Measure not in place
2006 1,598 1,609 Target Exceeded
2007 1,620 (January 2008) Pending
2008 1,630 (January 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Native American
Vocational and Technical Education Program, performance report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality.

Data is self-reported by grantee through performance, statistical and evaluation reports. When feasible,
data will be checked by staff during on-site monitoring of projects. ED will continue to request
increased emphais on meeting graduation requirements during clarification conferences with grantees.
Quarterly monitoring and technical assistance calls are conducted to discuss data collection processes,
and report requirements. During calls and/or site visits, grantees provide progress reports, and activities
and steps that will be taken to meet goals.

Explanation.

The target for 2006 was exceeded. The 2006 target was exceeded as a result of students meeting two-
year degree requirements. Data represents students who have been enrolled and re-enrolled since 2002,
and who have met requirements in order to receive certificates or degrees in 2006.

Measure 4.3 of 3: The number of NAVTEP students placed in employment or military

services. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 1,606 Measure not in place
2003 1,690 Measure not in place
2004 1,715 1,430 Did Not Meet Target
2005 1,387 Measure not in place
2006 1,430 1,443 Target Exceeded
2007 1,450 (January 2008) Pending
2008 1,460 (January 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Native American
Vocational and Technical Education Program, performance report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality.

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Data is self-reported by grantee through performance, statistical and evaluation reports. When feasible,
data will be checked by staff during on-site monitoring of projects. ED will continue to request increased
enrollment numbers during clarification conferences with grantees for new and continuation awards.
Quarterly monitoring and technical assistance calls are conducted to discuss data collection processes,
and report requirements. During calls and/or site visits, grantees provide progress reports, and activities
and steps that will be taken to meet goals.

Explanation.

The FY 2006 target was exceeded. In 2006, there was a significant increase in the number of students
who obtained degrees, causing an increase in the number of students who gained employement.
Additionally, many of the enrolled students are adult individuals who may have practical experiences that
are credited toward a particular certificate or degree, and who are employed while in the program. One of
the challenges for meeting this target is that some students are forced to leave school inorder to work or
will continue to work while in school.

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