State Profile For Maine

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

State Director

Ms. Lora S. Downing, CTE Coordinator, Curriculum Development
Maine Department of Education
23 State House Station
Augusta, ME 04333

Web Site

http://www.maine.gov/education/it/index.shtml

Mission

The mission of Career and Technical Education, as part of the educational system in Maine, is to ensure that students acquire the high-quality technical skills that will prepare them for post-secondary education; entry into an ever-changing workplace and society; and meet the rigorous academic standards of Maine’s Learning Results. Our vision includes:

1. The learning and development needs of students govern educational decisions.


2. All students benefit from an integrated system of academic and applied learning, based on rigorous expectations and standards, throughout their school experience.


3. All students and teachers place the highest priority on students’ attainment of literacy at levels that will serve them throughout their lives as productive citizens and lifelong learners.


4. Rigorous data analysis drives educational decisions and resource allocation and contributes to continuous improvement.
5. 
   
6. A partnership between education (K-16), business and industry enriches both sectors and informs all students’ educational experience.

CTE Statistics

Number of Public High Schools:	112
Number of Public High Schools Offering Solely (or primarily) CTE courses:	27
Number of Students in Public High Schools:	60,551
Number of Secondary Students Enrolled in CTE:	8,902
Number of Public Community Colleges:	7
Number of Students at Public Community Colleges:	11,480
Number of Postsecondary Students Enrolled in CTE:	36,934
Perkins Funds Received:	$6,366,949

CTE Governance Structure

Perkins Eligible Agency:	State Board of Education
Agency Administering Secondary CTE:	Department of Education
Agency Administering Postsecondary CTE:	Maine Community College System (MCCS) Board of Trustees
Programmatic Control For Secondary CTE:	State Board of Education
Programmatic Control For Postsecondary CTE:	MCCS Board of Trustees

CTE Funding

Key: Increased Funding      Decreased Funding       Funding Maintained  

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 Federal Programs and Services Team leader. The Director’s primary areas of responsibility are all of career and technical education at the secondary level and the Perkins funding at the postsecondary level.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a very high role in high school reform efforts. Maine is involved in a CTE and high school transformation effort. The state has just received one of the National Governor’s Association grants for high school reform and CTE is a component in that grant. Maine, also, has been chosen as one of the ten states in the Gates/Successful Schools Network. This is a multi-year project working with the International Center for Leadership in Education and focuses on CTE/high school integration. The CTE state director is part of the Maine Department of Education’s Secondary Collaborative which looks at coordination of programs and projects related to high schools. It also seeks to break down the silos that exist in the department.

Implementation of Career Clusters

Maine believes that Career Clusters provide the infrastructure for a seamless educational transition between all learner levels and give students a method to help organize their sequences of courses.
In order to effectively implement Career Clusters, Maine has integrated them into the state plan and adopted a strategic vision paper that also supports Career Clusters. Maine has also adopted strategies to support implementation of Career Clusters. For example, Maine requires accountability information to be collected by Career Clusters.
Finally, Maine is using high school reform as a delivery method to support the implementation of Career Clusters.

Indicators

Secondary Indicators

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

Post Secondary Indicators

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

Key:

• - Yes
• - No
• - 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