State Profile For Minnesota

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

State Director

Dr. JoAnn Simser, System Director for Perkins Federal Grants
Minnesota State Colleges & Universities
Wells Fargo Place, 30 East 7th Street, Suite 350
St. Paul, MN 55101-7804

CTE Web Site(s) as Applicable

Secondary/Postsecondary : http://www.cte.mnscu.edu/

Mission

The expectation of developing efficient systems, policies, processes and procedures that increasingly intertwine learning with work; and, where increasing achievement, greater opportunities, and varied options are not just choices but are objectively-determined outcomes that will first and foremost benefit all students.

CTE Statistics

CTE Governance Structure

CTE Funding: Non-Perkins

Key: Increased Funding      Decreased Funding       Funding Maintained  

State Secondary Funding:	N/A
State Postsecondary Funding:
Local Secondary Funding:
Local Postsecondary Funding:	N/A

State Director Roles and Responsibilities

The State Director has the title of System Director, Perkins Federal Grants, Office of the Chancellor, Minnesota State Colleges and Universities system. The Director’s position is a career position that reports to the Senior Vice Chancellor for Academic Affairs. The State Director primary responsibility is to serve as the State Director of Career and Technical Education in Minnesota. With the Minnesota State Colleges and Universities Office of the Chancellor serving as the legally eligible agency (LEA), the State Director is responsible for all communications with the Minnesota Department of Education, the Office of Vocational and Adult Education (OVAE), and other stakeholders. Along with Dan Smith, Supervisor, Adult and Career Education, Center for Post-Secondary Student Success, Minnesota Department of Education, the State Director is responsible for all matters related to the planning, researching, and managing the implementation of Perkins IV in Minnesota.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts.
Recently, Minnesota received a Gates Foundation/National Governors Association Grant. CTE’s involvement in the proposal development was extremely critical. Anoka Secondary Technical Educational Program (STEP) received a Tech Prep Demonstration Grant to build linkages with the adjacent post-secondary institution – Anoka Technical College. The State Director is providing support and taking part in conversations related to the state’s high school reforms efforts.

Implementation of Career Clusters

Minnesota believes that Career Clusters are a tool for career guidance, a platform to organize sequences of courses around, and a way to improve the quality of CTE. Minnesota has long used the 16 CTE career clusters as a data organizing framework. However, only under its new consortium structure has Minnesota begun exploring the use of career pathways/POS as a structural framework for organizing the coordinated delivery of CTE in high schools and colleges.

Implementation levels of programs of study

• Secondary and 2-year Postsecondary: all 16 nationally-recognized career clusters are implemented. </li

Indicators

Secondary Indicators

Indicator	Yes/No
Source: CAR Report	2003-4	2004-5	2005-6	2006-7
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	2005-6	2006-7
Academic Achievement
Vocational Skills
Diploma Equivalent Degree Credential
Total Placement
Retention
Nontraditional Participation
Nontraditional Completion

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 09/17/2009