State Profile For Nebraska

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

State Director

Mr. Richard Katt, State Director
Career Education, Nebraska Department of Education
301 Centennial Mall South
Lincoln, NE 68509

CTE Web Site(s) as Applicable

Secondary: http://www.nde.state.ne.us/NCE

Mission

To provide a career education system that develops skills for lifelong learning, earning, and living.

CTE Statistics

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 State Director. The Director’s position is a career position that reports to the Team Leader for Curriculum and Instruction. The Director’s primary areas of responsibility are all CTE programs including workbased learning. By position, the Director serves on four person administrative team for all of K-12 Curriculum and Instruction.

CTE Connections to Secondary Education and High School Reform

Career technical education plays significant role in high school reform efforts. In Nebraska, High Schools That Work has been implemented along with Career Education, Essential Education, Rethinking the High School, and FutureForce Nebraska. The State Director is a member of the state’s high school reform leadership team.

Implementation of Career Clusters

Nebraska believes that Career Clusters are the basis for high school reform and provide the infrastructure for a seamless educational transition between all learner levels. The state feels 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.
Exploring the world of work using the 16 career clusters broadens students’ knowledge of career possibilities. The work of career development and management is a partnership between School Counseling and NCTE. School Counseling is considered an integral component of Nebraska Career and Technical Education. The continuum of guidance provided includes career awareness in elementary school, career exploration in middle school, and career preparation in secondary and postsecondary education.

In order to effectively implement Career Clusters, Nebraska has adopted a state policy that supports Career Clusters and has integrated them into the state plan. In addition, the state has adopted a strategic vision paper that also supports Career Clusters. Nebraska is also using several strategies to support Career Clusters. For example, Career Clusters are being used to support effective transitions between secondary and postsecondary education. Nebraska has also benchmarked existing program standards against Career Cluster knowledge and skill statements; redirected state resources and personnel to support Career Clusters; and sponsored pilot sites.

Several delivery methods are being used to implement Career Clusters, including National Academy Foundation academies, career academies, magnet schools, High Schools That Work, and Tech Prep.

Implementation levels of programs of study

• Secondary, 2-year Postsecondary, and 4-year Postsecondary: all 16 nationally-recognized career clusters are implemented.

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