State Profile For Missouri

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

State Director

Mr. Michael Muenks, Assistant Commissioner
Office of College and Career Readiness, Department of Elementary & Secondary Education
PO Box 480
Jefferson City, MO 65102-0480

CTE Web Site(s) as Applicable

Secondary/Postsecondary: http://www.dese.mo.gov/divcareered/

Career Clusters: http://www.dese.mo.gov/divcareered/career_clusters.htm

Programs of Study: http://missouricareereducation.org/project/pos/

Mission

To provide high quality and high skill opportunities in Missouri for lifelong learning, personal growth, and career success. We support high standards, essential skills taught with rigor and relevance for all students, high quality professional development for teachers, and career education programs leading to high wages for students of all ages.

CTE Statistics

Number of Public High Schools, Number of Secondary, Postsecondary, and Adult Students Enrolled in CTE provided by State Director and/or available on CTE website

CTE Governance Structure

CTE Funding: Non-Perkins

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 Assistant Commissioner for the Division Career Education. The Director’s position is a career position that reports to the Commissioner of Education. The Director’s primary areas of responsibility are Career Technical Education, adult education and literacy, GED testing, Veteran’s education and training, High Schools That Work, guidance and placement services, equity services, special needs, and community education.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. The State Director is a member of the state’s high school reform leadership team. High school reform efforts take place across divisions within the Department. The Division of Career Education operates High Schools That Work.

Implementation of Career Clusters

Missouri believes that Career Clusters provide the infrastructure for a seamless educational transition between all learner levels. Career Cluster implementation benefits students by helping with career guidance and course sequences.

In order to effectively implement Career Clusters, Missouri has integrated Career Clusters into the state plan and has adopted a strategic vision paper that also supports Career Clusters. Missouri is also using several strategies to help with Career Cluster implementation. For example, Career Clusters are being used to support effective transitions between secondary and postsecondary education. In addition, Missouri requires accountability information to be collected by Career Clusters and has redirected state resources and personnel to support Career Clusters.
Several delivery methods are being used to implement Career Clusters, including High Schools That Work, Tech Prep, and high school reform efforts.

Missouri uses 16 Career Clusters as a way of organizing occupations and careers to assist educators in tailoring rigorous coursework and related activities for all students. The Career Clusters include all occupations, even those not usually found in career and technical education. Career Clusters may be used beginning in grades 7, 8 or 9, and can continue as a framework for educational planning through postsecondary education.

Implementation levels of programs of study

• Secondary and 2-year Postsecondary: all 16 nationally-recognized career clusters are implemented except for Government & Public Administration.

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

Key:

• - Yes
• - No
• - Data unavailable

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 04/08/2010