State Profile For Kansas

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

State Director

Dr. Blake Flanders, Director of Career and Technical Education
Kansas Board of Regents
1000 SW Jackson Street, Suite 520
Topeka, KS 66612

Web Site

http://www.kansasregents.org/adult_ed/career.html

Mission

Kansas career technical education is a comprehensive learner-centered system that develops academic, technical, and workplace skills either for immediate employment or future career development through additional education.

CTE Statistics

Number of Public High Schools: 355
Number of Public High Schools Offering Solely (or primarily) CTE courses: 1
Number of Students in Public High Schools: 146,713
Number of Secondary Students Enrolled in CTE: 18,386
Number of Public Community Colleges: 30
Number of Students at Public Community Colleges: 84,312
Number of Postsecondary Students Enrolled in CTE: 19,215
Perkins Funds Received: $12,834,265

CTE Governance Structure

Perkins Eligible Agency: Kansas Board of Regents
Agency Administering Secondary CTE: Department of Education
Agency Administering Postsecondary CTE: Kansas Board of Regents
Programmatic Control For Secondary CTE: State Board of Education
Programmatic Control For Postsecondary CTE: Kansas Board of Regents

CTE Funding

Key: Increased Funding  Small_green_arrow_up    Decreased Funding   Small_red_arrow_down    Funding Maintained   Small_blue_arrow_both
State Secondary Funding: Small_blue_arrow_both
State Postsecondary Funding: Small_blue_arrow_both
Local Secondary Funding: Small_blue_arrow_both
Local Postsecondary Funding: Small_blue_arrow_both

State Director Roles and Responsibilities

The State Director has the title of Director of Career and Technical Education. The Director’s position is a career position and serves as staff to the Kansas Board of Regents. The Director has direct responsibility for career and technical education at the postsecondary level, and works closely with leadership of secondary career and technical education. The Director also serves as a liaison to the Department of Commerce and is directly responsible for all Workforce Investment Act programs.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. Kansas has formed a taskforce focusing on the transition from secondary to postsecondary education. The Director of CTE is a member of the taskforce and the taskforce views secondary and postsecondary CTE programs as an important piece in a smooth transition for students.

Implementation of Career Clusters

Kansas believes that Career Clusters are the basis for high school reform in some schools. Kansas schools are locally controlled; therefore, each district will decide the best course of action for high school reform. Yet, the state does sees Career Clusters as providing infrastructure for a seamless educational transition between all learner levels. The state also feels Career Clusters can be used as a career guidance tool, a platform to organize instruction around, or a method for improving the quality of CTE.
In order to effectively implement Career Clusters, Kansas has adopted a state policy that supports Career Clusters and has integrated them into the state plan. In addition, Kansas has adopted several strategies to help implement Career Clusters. They are being used to support effective transitions between secondary and postsecondary education. Kansas has also redirected state resources and personnel and sponsored pilot sites to help with implementation.
Several delivery methods are being used to implement and deliver Career Clusters, including career academies, charter schools, high school reform efforts and Tech Prep.

Indicators

Secondary Indicators

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

Post Secondary Indicators

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

Key:

  • Small_green_check - Yes
  • Small_red_x - No
  • Small_blue_line - Data unavailable

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