State Profile For Idaho

Data sources used in this profile (MSWord,54Kb)

State Director

Dr. Michael Rush, State Administrator
Division of Professional-Technical Education
650 W. State Street P.O. Box 83720
Boise, ID 83720

Web Site

http://www.pte.state.id.us/

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:	123
Number of Public High Schools Offering Solely (or primarily) CTE courses:	10
Number of Students in Public High Schools:	76,696
Number of Secondary Students Enrolled in CTE:	77,996
Number of Public Community Colleges:	3
Number of Students at Public Community Colleges:	11,778
Number of Postsecondary Students Enrolled in CTE:	8,632
Perkins Funds Received:	$7,453,139

i>*The number of students enrolled in CTE is a duplicated number.

CTE Governance Structure

Perkins Eligible Agency:	Office of the State Board of 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

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 area of responsibility is the professional-technical education system, which ranges from career awareness and prevocational skill development, at the junior high/middle school level, to highly specialized, customized training for Idaho’s industry at the postsecondary level. This also includes Short-Term upgrading, retraining, and Professional-Technical Teacher Education.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. In Idaho, the State Division has been an active participant with the Department of Education in the development of State Power Standards for the core subject areas. CTE curriculum development projects for the last five years have integrated state academic standards using the IPSI software. CTE staff has been on the Department of Education’s design teams for creating a new school accreditation model for K-12. In addition, CTE staff is on an Accelerated Learning Task Force created by the State Board of Education. The purpose of the Task Force is to establish rigorous academic requirements and to provide a variety of options for high school students to enroll full-time or part-time in postsecondary institutions.

Implementation of Career Clusters

Idaho believes that Career Clusters are the basis for high school reform. The state sees Career Clusters as providing the infrastructure for a seamless educational transition between all learner levels. Career Clusters are also seen as tool for career guidance and a method to organize sequences of courses around.
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. Several strategies are 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. In addition, Idaho has benchmarked existing program standards against Career Cluster knowledge and skill statements; redirected state resources and personnel to support Career Clusters; sponsored pilot sites; and is currently working to develop other strategies.
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.

Indicators

The data for 2003-2004 in the above chart was taken directly from the Consolidated Annual Reports (CAR Report 2003-04). The CAR is a mandatory fiscal and accountability report submitted by each state to the U.S. Department of Education. It provides performance information on 14 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.

The data for 2004-2005 was taken from the U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, Program Year 2004-05, Washington, D.C., 2007.

Last updated on 02/25/2008