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ERIC Number: ED537821
Record Type: Non-Journal
Publication Date: 2006
Pages: 51
Abstractor: ERIC
Reference Count: 0
Assessing Technical Achievement in Secondary Career Technical Education: Overview of State Assessment Systems
MPR Associates, Inc.
States are using a variety of approaches to assess secondary students' career technical education (CTE) skill attainment under Perkins. According to data reported in the U.S. Department of Education's "Report to Congress on State Performance, Program Year 2002-03," states and territories are currently using the following approaches to collect performance data for the CTE skill attainment measure: (1) National/State/Local Assessment Systems--30 states; (2) Grade Point Average in Occupational Subjects--9 states; (3) Program Completion--8 states; and (4) Course Completion--7 states. This paper summarizes three strategies that states are using to quantify students' CTE skill holdings: national assessments systems; state developed occupationally specific, end-of-course or program exams; and state-developed, occupationally generic, end-of-program exams. The paper also profiles collection systems in a subset of states representative of each assessment approach. State profiles detail the: (1) primary characteristics of state assessment systems; (2) process and cost of developing assessments; (3) test administration policies and procedures; and (4) the potential portability of these systems to other states. This information is intended to help inform policy discussions that will occur at an upcoming, OVAE-sponsored conference on student CTE skill assessment hosted by the National Research Center for Career and Technical Education. Appended are: (1) State Data Collection Instrument; (2) Catalog of NOCTI [National Occupational Competency Testing Institute] Job Readiness Assessments; (3) Profiles of States Using National Assessment Systems; (4) Profiles of States Using State-Developed, Occupationally Specific End-of-Course or Program Assessment Systems; and (5) Profiles of State Using State-Developed, End-of-Program Assessments. (Contains 3 footnotes.) [This paper is prepared for the National Research Center for Career and Technical Education by the MPR Associates, Inc. and the Academy for Educational Development National Institute for Work and Learning.]
MPR Associates, Inc. 2150 Shattuck Avenue Suite 800, Berkeley, CA 94704. Tel: 510-849-4942; Fax: 510-849-0794; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: High Schools; Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: MPR Associates, Inc.; Academy for Educational Development, National Institute for Work and Learning