State Profile For Idaho

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

State Director

Ann Stephens, State Administrator
Division of Professional-Technical Education
650 W. State Street P.O. Box 83720
Boise, ID 83720

CTE Web Site(s) as Applicable

Secondary: http://www.pte.idaho.gov/

Mission

To provide Idaho’s youth and adults with technical skills, knowledge, and attitudes necessary for successful performance in a highly effective workplace.

CTE Statistics

Number of Public High Schools:	148
Number of Public High Schools Offering Solely (or primarily) CTE courses:	11
Number of Students in Public High Schools:	81,506
Number of Secondary Students Enrolled in CTE:	85,240
Number of Public Community Colleges:	4
Number of Students at Public Community Colleges:	12,014
Number of Postsecondary Students Enrolled in CTE:	7,977
Perkins Funds Received:	$7,194,680

*data provided by State Director

CTE Governance Structure

Perkins Eligible Agency:	Division of Professional-Technical Education
Agency Administering Secondary CTE:	Division of Professional-Technical Education
Agency Administering Postsecondary CTE:	Division of Professional-Technical Education
Programmatic Control For Secondary CTE:	State Board of Education
Programmatic Control For Postsecondary CTE:	State Board of Education

CTE Funding: Non-Perkins

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 Administrator, Division of Professional-Technical Education. The Director’s position is a career position that reports to the Executive Director of the State Board of Education. The Director’s primary responsibilities are the Secondary Professional-Technical Programs, Postsecondary professional-technical technical colleges and their programs, adult short-term training, Emergency Services Training (Haz Mat and Firefighters), Adult Basic Education/GED; Proprietary Schools, Veterans Education, State Employee Training and Wellness programs.

CTE Connections to Secondary Education and High School Reform

The Division of Professional-Technical Education is a separate agency from the State Department of Education in Idaho. The Division of Professional-Technical Education oversees high school reform efforts in our Division such as partnering with the High Schools That Work initiative in Idaho, overseeing the process of granting academic credit for PTE courses, developing alternative certification paths to offer more options for attracting PTE teachers, etc. Although the State Director is not a part of the leadership team, she is providing support and taking part in conversations related to the state’s high school reforms efforts.

Implementation of Career Clusters

Idaho believes that Career Clusters are the basis for high school reform. The 16 National Career Clusters provide 81 career pathways with a broad array of careers in each pathway, give opportunity for matching student interest, skills, and education requirements to careers within each cluster, identify knowledge and skills needed for careers in each cluster, help improve student achievement by connecting school and the workplace, making school relevant for students, and give structure for sequences of courses (Programs of Study) from high school to college and/or the workplace.

In order to effectively implement Career Clusters, Idaho has adopted a state policy that supports Career Clusters and has integrated them into the state plan. In addition, the state as adopted a strategic vision paper that also supports Career Clusters. Currently most of these policies are still being developed, but there has been action by the State Workforce Development Council to support implementation. Among several strategies currently supporting these developing policies:

• Career Clusters are being used to support effective transitions between secondary and postsecondary education
• Idaho now requires local Perkins plans to incorporate Career Clusters and all accountability information is to be collected by Career Clusters
• Idaho has benchmarked existing program standards against Career Cluster knowledge and skill statements
• Idaho has redirected state resources and personnel to support Career Clusters and
• Sponsored pilot sites.

Several delivery methods are being used to implement and deliver Career Clusters, including National Academy Foundation academies, career academies, magnet schools, charter schools, High Schools That Work and Tech Prep, and high school reform efforts.

Implementation levels of programs of study

• Secondary: all of the nationally-recognized career clusters are implemented, except for Government and Public Administration.

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 09/17/2009