State Profile For Michigan

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

State Director

Ms. Patty Cantu, Director
Office of Career Development, Michigan Department of Labor & Economic Growth
P.O. Box 30712
Lansing, MI 48933

Web Site

http://www.michigan.gov/mde/0,1607,7-140-6530_2629---,00.html

Mission

The purpose of the Office of Career and Technical Preparation is to prepare students so they have the necessary academic, technical and work behavior skills to enter, complete and advance in education and their careers.

CTE Statistics

Number of Public High Schools: 582
Number of Public High Schools Offering Solely (or primarily) CTE courses: 62
Number of Students in Public High Schools: 471,882
Number of Secondary Students Enrolled in CTE: 167,665
Number of Public Community Colleges: 29
Number of Students at Public Community Colleges: 396,600
Number of Postsecondary Students Enrolled in CTE: 193,248
Perkins Funds Received: $43,641,823

CTE Governance Structure

Perkins Eligible Agency: The Department of Labor & Economic Growth
Agency Administering Secondary CTE: The Department of Labor & Economic Growth
Agency Administering Postsecondary CTE: The Department of Labor & Economic Growth
Programmatic Control For Secondary CTE: State Administrative Board and the State Board of Education
Programmatic Control For Postsecondary CTE: Bureau of Career Education Programs

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 State Office Administrator. The Director’s position is a career position that reports to the Director of Career Development. The Director’s primary areas of responsibility are state funding for CTE; Perkins for secondary and postsecondary education; Technology Education; Career and Employability Skills; and Work Based Learning

CTE Connections to Secondary Education and High School Reform

The Office of Career and Technical Preparation is located in the Department of Labor & Economic Growth, but maintains close communication with the Department of Education. The Director is a member of the High School Reform Leadership Team, which includes the President of the State Board of Education, the Governor’s Education Advisor, the state Superintendent, the MDE Chief Academic Officer, and representatives from the Chamber of Commerce, Michigan Association of Secondary School Principals, public universities, community colleges, and the Michigan Education Association.

Implementation of Career Clusters

Michigan believes that Career Clusters are the basis for high school reform and provide the infrastructure for a seamless educational transition between all learner levels. Career Clusters are also seen as a tool for career guidance, a platform to organize the sequences of courses, and a way to improve the quality of CTE.
In order to effectively implement Career Clusters, Michigan has integrated Career Clusters into the state plan. In addition, Michigan uses several strategies to support the implementation of Career Clusters. For example, Career Clusters are being used to support effective transitions between secondary and postsecondary education. Michigan now requires local Perkins plans to incorporate Career Clusters and Career Clusters collects all accountability information. In addition, Michigan has benchmarked existing program standards against Career Cluster knowledge and skill statements.
Several delivery methods are being used to implement and deliver Career Clusters including Tech Prep and high school reform efforts.

Indicators

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_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_red_x Small_red_x
Diploma Equivalent Degree Credential Small_green_check Small_red_x
Total Placement Small_green_check Small_green_check
Retention Small_green_check Small_green_check
Nontraditional Participation Small_red_x Small_red_x
Nontraditional Completion Small_green_check Small_green_check

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