State Profile For Indiana

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

State Director

Mr. Matt Fleck, CTE Director for Secondary Education
Indiana Department of Education
151 West Ohio Street
Indianapolis, IN 46024

CTE Web Site(s) as Applicable

Secondary/Postsecondary : http://www.in.gov/dwd/2393.htm

Mission

CTE in Indiana will be known for high quality and innovative programs. High quality will consist of rigorous courses and student performance above state and national indicators. Innovation will consist of programs that are aligned with the economic demands of the community and that are constantly improving for a better student experience.

CTE Statistics

Number of Public High Schools:	367
Number of Public High Schools Offering Solely (or primarily) CTE courses:	0
Number of Students in Public High Schools:	315,832
Number of Secondary Students Enrolled in CTE:	120,263
Number of Public Community Colleges:	14
Number of Students at Public Community Colleges:	59,969
Number of Postsecondary Students Enrolled in CTE:	51,725
Perkins Funds Received:	$28,036,563

CTE Governance Structure

Perkins Eligible Agency:	Department of Workforce Development
Agency Administering Secondary CTE:	Department of Education
Agency Administering Postsecondary CTE:	Department of Workforce Development
Programmatic Control For Secondary CTE:	Commission on Career Technical Education
Programmatic Control For Postsecondary CTE:	Commission on Higher 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 Director of Career and Technical Education. The Director’s position is a career position that reports to the Deputy Commissioner, Department of Workforce Development. The Director’s primary areas of responsibility include all of Perkins’s policy planning and accountability; legislative issues on secondary career and technical education for the Governor; postsecondary career and technical education; and review of legislative requests.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. In Indiana, CTE was instrumental in changing the state funding formula for CTE from seat time to preparing individuals for high demand, high skill and high wage occupations. CTE has also helped create a technical honors diploma for students. The State Director is providing support and taking part in conversations related to the state’s high school reform efforts.

Implementation of Career Clusters

Indiana believes that Career Clusters are a tool for career guidance, a platform to organize sequences of courses around, and a way to improve the quality of CTE.

During the transition year, IDOE staff from career and technical education and other academic subjects (science, mathematics, fine arts, etc.) developed the Indiana Career Cluster Pathways modeled on the work completed at the national level. Posted on the IDOE web in January, 2008, these 81 pathways encompass all 16 federal career clusters and will serve as the foundation for the programs of study (POS) required under the Act.

Several delivery methods are being used to implement and deliver Career Clusters, including career academies, High Schools That Work and Tech Prep.

Implementation levels of programs of study

• Secondary: all 16 nationally-recognized career clusters are implemented except for Government & Public Administration and Transportation, Distribution & Logistics.

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

Additional Information

As a result of bundling, Indiana actually met all Performance Indicators for 2003/04.

Last updated on 09/17/2009