State Profile For Hawaii

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

State Director

Dr. Angela Meixell, Interim State Director
Career and Technical Education, University of Hawaii
Lower Campus Road, Lunalilo Portable 1
Honolulu, HI 96822

CTE Web Site(s) as Applicable

Secondary: http://www.hawaii.edu/cte/

Monthly online update: http://www.hawaii.edu/cte/connections/

Mission

To ensure seamless transition between and among all career and technical education courses/programs.

CTE Statistics

CTE Governance Structure

CTE Funding: Non-Perkins

Key: Increased Funding      Decreased Funding       Funding Maintained  

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

State Director Roles and Responsibilities

The State Director has the title of State Director for Career and Technical Education. The Director position is a career position that reports to the President of the University of Hawaii. The Director’s primary areas of responsibility are administrative oversight of the Perkins funds and ensuring that the eligible recipients use funds according to the law, as well as civil rights compliance, special populations/nontraditional programs, and accountability.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. Hawaii has formed a Tech Prep Work Group that plans, develops, and coordinates programs of study between secondary and postsecondary education using its six career pathways framework. Since Hawaii has one secondary and one postsecondary public education system, CTE has been at the forefront of high school redesign initiatives using the career pathways as the model to create what high schools should look like (smaller learning communities, academies, etc). The State Director is providing support and taking part in conversations related to the state’s high school reforms efforts.

Implementation of Career Clusters

Hawaii pre-dates the Career Cluster movement and chose six Career Pathways. The Career Clusters can be regrouped into Hawaii’s six Career Pathways. Each pathway has three levels of occupationally appropriate academic and technical preparation: core, cluster, and concentration. Business and industry-validated standards for each of these levels move from a broad pathway focus (core level) to a specifically focused occupational area (concentration level).Hawaii believes that Career Pathways (Clusters) are the basis for high school redesign and provide the infrastructure for a seamless educational transition between all learner levels. Career Pathways are also seen as tool for career guidance, a platform to organize sequences of courses around, and a way to improve the quality of CTE.

In order to effectively implement Career Pathways, Hawaii has integrated Career Pathways into the state plan. In addition, Hawaii has adopted several strategies to support the implementation of Career Pathways. For example, Career Pathways are being used to support effective transitions between secondary and postsecondary education and local Perkins plans are required to incorporate Career Pathways.

Hawaii’s six Career Pathways:

• Arts and Communication


• Business


• Health Services


• Natural Resources


• Industrial and Engineering Technology


• Public and Human Services

Implementation levels of programs of study

• Secondary: all clusters are implemented, except for Government and Public Administration, Law, Public Safety, Corrections and Security, Manufacturing, STEM, and Transportation, Distribution and Logistics.


• 2-year Postsecondary: all clusters are implemented, except for Government and Public Administration, Law, Public Safety, Corrections and Security, Manufacturing, and Transportation, Distribution and Logistics.

Indicators

Secondary Indicators

Indicator	Yes/No
Source: CAR Report	2003-4	2004-5	2005-6	2006-7
Academic Achievement
Vocational Skills
Diploma Equivalent Degree Credential
Diploma With Proficiency Credential
Total Placement
Nontraditional Participation
Nontraditional Completion

Post Secondary Indicators

Indicator	Yes/No
Source: CAR Report	2003-4	2004-5	2005-6	2006-7
Academic Achievement
Vocational Skills
Diploma Equivalent Degree Credential
Total Placement
Retention
Nontraditional Participation
Nontraditional Completion

Key:

• - Yes
• - No
• - Data unavailable

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 09/17/2009