State Profile For Maryland

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

State Director

Mrs. Katharine Oliver, Assistant State Superintendent
Career Technology and Adult Learning, Maryland State Department of Education
200 W. Baltimore Street
Baltimore, MD 21201

CTE Web Site(s) as Applicable

Secondary: http://www.marylandpublicschools.org/MSDE/divisions/careertech/

Mission

Career and Technology Education programs are developed and implemented to increase the academic, career, and technical skills of students in order to prepare them for careers and further education.

CTE Statistics

Number of Public High Schools: 190
Number of Public High Schools Offering Solely (or primarily) CTE courses: 24
Number of Students in Public High Schools: 272,575
Number of Secondary Students Enrolled in CTE: 128,582
Number of Public Community Colleges: 16
Number of Students at Public Community Colleges: 119,256
Number of Postsecondary Students Enrolled in CTE: 56,987
Perkins Funds Received: $18,061,565

Number of Secondary and Postsecondary Students Enrolled in CTE and Number of Public Community Colleges available on CTE website.

CTE Governance Structure

Perkins Eligible Agency: Maryland State Department of Education (MSDE)
Agency Administering Secondary CTE: Maryland State Department of Education
Agency Administering Postsecondary CTE: Maryland Higher Education Commission. (MSDE administers Perkins funds awarded to eligible postsecondary institutions)
Programmatic Control For Secondary CTE: Maryland State Board of Education
Programmatic Control For Postsecondary CTE: Maryland Higher Education Commission.

CTE Funding: Non-Perkins

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

State Director Roles and Responsibilities

The State Director has the title of Assistant State Superintendent. This is a career position and the Director is responsible for CTE, Adult Education and Literacy Services, Correctional Education – both adult and juvenile.

CTE Connections to Secondary Education and High School Reform

CTE plays a significant role in high school reform efforts. The state CTE program provides leadership, technical assistance, and coordination to the development and improvement of CTE programs of study that are an integral part of high school reform. This includes assistance with local implementation of the career cluster frameworks and CTE pathway programs. State incentives encourage local implementation of CTE pathway programs that specify academic and technical coursework leading to industry certification, licensure, or advanced placement in postsecondary studies. In addition, the CTE program supports high school improvement efforts through membership in the High Schools That Work (HSTW) initiative and support for Maryland’s HSTW middle and high school sites. In partnership with the Citigroup Foundation the CTE program also conducts High School Improvement Institutes. The Institutes help local school improvement teams organize their schools into smaller, student-centered, career-focused learning communities. CTE student performance Outcomes are also woven into local master plans. The State Director is a member of the state’s high school reform leadership team.

Implementation of Career Clusters

Maryland views Career Clusters as providing the infrastructure for a seamless transition across all learner levels. Career Clusters efficiently gather employer expectations, inform the state’s system of career guidance, provide a platform to organize programs of study, and effectively link education, workforce preparation, and economic development. Maryland’s Career Clusters development actively engages employers as well as the Governor’s Workforce Investment Board as it addresses critical workforce shortage areas.

Career Clusters, are integrated into the State Plan for CTE. Maryland requires local Perkins plans to incorporate Career Clusters and enrollment/accountability systems are organized by Career Clusters. Maryland’s Policies and Procedures for the Development and Continuous Improvement of CTE Programs align CTE program development and implementation with Career Clusters and the State’s career development standards include Career Clusters. Maryland educators and employers have partnered to develop ten career clusters based on Maryland’s unique employment needs.

Implementation levels of programs of study