State Profile For California

Data sources used in this profile (PDF,177Kb)

State Director

Dr. Patrick Ainsworth, Assistant Superintendent
Secondary, Postsecondary & Adult Education, California Department of Education
1430 N. Street, Suite 4503
Sacramento, CA 95814

CTE Web Site(s) as Applicable

Secondary: http://www.cde.ca.gov/ci/ct/pk/

Postsecondary: http://www.cccco.edu/OurAgency/EconDevWorkPrep/CTE/tabid/415/Default.aspx

Mission

The mission of CTE is to provide industry-linked programs and services that enable all individuals to reach their career goals in order to achieve economic self-sufficiency, compete in the global marketplace, and contribute to California’s economic prosperity.

CTE Statistics

Number of Public High Schools:	1,084
Number of Public High Schools Offering Solely (or primarily) CTE courses:	0
Number of Students in Public High Schools:	1,993,972
Number of Secondary Students Enrolled in CTE:	1,321,376
Number of Public Community Colleges:	112
Number of Students at Public Community Colleges:	1,398,758
Number of Postsecondary Students Enrolled in CTE:	1,607,505
Perkins Funds Received:	$139,760,085

CTE Governance Structure

Perkins Eligible Agency:	Department of Education
Agency Administering Secondary CTE:	Department of Education
Agency Administering Postsecondary CTE:	Community College Board of Governors
Programmatic Control For Secondary CTE:	State Board of Education
Programmatic Control For Postsecondary CTE:	Community College Board of Governors

CTE Funding: Non-Perkins

State Secondary Funding:
State Postsecondary Funding:
Local Secondary Funding:
Local Postsecondary Funding:

State Director Roles and Responsibilities

The State Director is a career position that reports to the Deputy Superintendent. The Director’s primary responsibilities are all CTE programs including Perkins, Partnership Academies, Regional Occupational Centers & Programs (ROCPs), & Apprenticeships – Adult Education – Adult Education Support – Educational Options – High School Initiatives – Intersegmental Relations (Post Secondary) – Middle & High School Improvement.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. The State Director is a member of the state’s high school reform leadership team.

Implementation of Career Clusters

California believes that Career Clusters provide the infrastructure for a seamless educational transition between all learner levels. The state also sees Career Clusters as a career guidance tool, a platform to organize instruction and sequences of courses around, and a way to improve the quality of CTE.

In order to effectively implement Career Clusters, California has adopted a state policy that supports Career Clusters and has integrated them into the state plan. In addition, the state has passed a resolution in support of Career Clusters. California is also using strategies to directly implement Career Clusters. The state now requires local Perkins plans to incorporate Career Clusters and all accountability information is collected by Career Clusters.

Several delivery methods are being used to implement and deliver Career Clusters, including career academies, magnet schools and charter schools. California, however, names their Career Clusters differently.

• Agriculture & Natural Resources


• Financial Services


• Business & Administrative Services


• Wholesale/Retail Sales & Services


• Information Technology


• Health Services


• Legal & Protective Services


• Human Services


• Education & Training Services


• Hospitality & Tourism


• Construction


• Logistics, Transportation & Distribution Services


• Scientific Research & Technical Services


• Manufacturing


• Arts & Communication Services

Implementation levels of programs of study

• Secondary and 2-year Postsecondary: all 16 clusters are implemented.

Indicators

Source

The data in the above chart was taken from the Carl D. Perkins Vocational and Technical Education Act Reports to Congress on State Performance (see below). The Consolidated Annual Report, or CAR, is a mandatory fiscal and accountability report submitted by each state to the U.S. Department of Education. It provides performance information on Perkins indicators. A red X means a state did not meet its adjusted level of performance and a green checkmark means that the state did meet its goal. A blue bar in the Secondary Indicators table means that the state does not offer students the opportunity to earn both a high school diploma and other credential (e.g., a skill certificate) or that the data was not otherwise provided by the state. A blue bar in the Postsecondary Indicators table indicates that the state did not provide data. CAR narratives for individual states are hyperlinked below.

Carl D. Perkins Vocational and Technical Education Act Reports to Congress on State Performance

State profiles for each of the core indicators (academic attainment, attainment of diplomas or degrees, placement and retention in further education or employment, and participation and completion of non-traditional training programs) for secondary and postsecondary programs. Also included are federal allocations, enrollment by gender, and a brief description of program improvement and data quality efforts for each state.

• Performance Program Year 2006-2007 (PDF, 2.6 MB)
• Performance Program Year 2005-2006 (PDF, 6.6 MB)
• Performance Program Year 2004-2005 (PDF, 1.8 MB)
• Performance Program Year 2003-2004 (PDF, 3.5 MB)

CAR Narratives for individual states

• 2003-2004
• 2004-2005
• 2005-2006
• 2006-2007

Last updated on 10/05/2009