State Profile For Kansas

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

State Director

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

CTE Web Site(s) as Applicable

Secondary: http://www.ksde.org/Default.aspx?tabid=249

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

Career Readiness Certification Program: https://www.kansasworks.com/ada/mn_workready_dsp.cfm?linksource=js

Mission

Secondary: 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.

Postsecondary: To provide leadership for the Kansas Career and Technical Education System to meet existing and future skilled workforce needs.

CTE Statistics

Number of Public High Schools:	380
Number of Public High Schools Offering Solely (or primarily) CTE courses:	0
Number of Students in Public High Schools:	140,049
Number of Secondary Students Enrolled in CTE:	18,386
Number of Public Community Colleges:	25
Number of Students at Public Community Colleges:	74,262
Number of Postsecondary Students Enrolled in CTE:	19,215
Perkins Funds Received:	$12,100,699

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: 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 Vice President for Workforce Development Kansas Board of Regents. The Director’s position is a career position. 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. The State Director is providing support and taking part in conversations related to the state’s high school reforms efforts.

Implementation of Career Clusters

Kansas is in the process of developing cluster and pathway program of study models for the 16 nationally-recognized career clusters. Statewide career cluster curriculum advisory committees, comprised of secondary and postsecondary instructors, counselors, administrators, and representatives from business and industry and professional organizations, are being established for each of the 16 Career Cluster areas. These committees will include representation from each pathway within the cluster area. Working with staff from both KSDE and KBOR, these statewide committees, will develop and recommend program of study models for state approval at the cluster and pathway levels.

The cluster and pathway models will focus primarily on the knowledge and skills identified by the career clusters initiatives and identify the appropriate courses for instructional delivery. The collaborative efforts required for the development of the state and local programs of study at the career, pathway, and occupational levels will assist in communicating and aligning student preparedness and performance expectations in CTE programs among the various educational sectors within the state. The state agencies will assist in moving all CTE programs in Kansas into an improvement model. As a result of clearly identifying the knowledge and skills required for each career cluster, the recommendations from the career cluster curriculum advisory committees will be used to increase the level of technical proficiency and the rigor of academic skills into each CTE program.

While outlining the programs of study and identifying technical assessments, the committees will also make recommendations for cluster and pathway specific program technology for secondary programs. To meet the new cluster and pathway program requirements, CTE programs will see an increase in the overall use and level of sophistication of appropriate technology used within each program.

Implementation levels of programs of study

• Secondary: all 16 nationally-recognized career clusters are implemented


• 2-year Postsecondary: all 16 nationally-recognized career clusters are implemented except for Manufacturing

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 09/23/2009