State Profile For New Jersey

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

State Director

Ms. Marie Barry, Director
Office of Career and Technical Education, New Jersey Department of Education
P.O. Box 500
Trenton, NJ 08625

CTE Web Site(s) as Applicable

Secondary/Postsecondary : http://www.nj.gov/education/voc/

Mission

To prepare students to succeed as global citizens and for career opportunities of the 21st century and to support healthy economic growth within the State.

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 Director of Career and Technical Education. The Director’s position is a career position that reports to the Assistant Commissioner, Division of Educational Standards and Programs, Department of Education. The Director’s primary areas of responsibility are providing leadership for Career and Technical Education in the state and collaborating with the state Workforce Development System, Council of County Vocational-Technical Schools, the New Jersey Council of County Colleges and other stakeholders in the coordination of the delivery system for career and technical education. The State Director administers Perkins funding at the secondary and postsecondary level; oversees the Advanced Placement Programs; provides state leadership for career counseling and guidance; and coordinates with the leadership team for the state’s Secondary Education Transformation Initiative.

CTE Connections to Secondary Education and High School Reform

Jersey has been directly involved with reform initiatives. While directly involved, CTE is not responsible for all areas of high school reform. Efforts are being made to enhance the role of CTE in transforming secondary education in New Jersey through development of quality programs of study. The State Director is part of the secondary education transformation leadership team and is spearheading New Jersey’s efforts to implement Personalized Student Learning Plans for all students.

Implementation of Career Clusters

New Jersey has adopted the States’ Career Clusters model. As such, the NJDOE implements CTE programs of study consistent with this model. Using the States’ Sixteen Career Clusters as an organizing tool for grouping occupations and careers, New Jersey has introduced CTE standards for adoption by the State Board of Education. New Jersey believes that Career Clusters provide the infrastructure for a seamless educational transition between all learner levels. Career Clusters are also seen as tool for career guidance, a platform to organize sequences of courses around, and a way to improve the quality of CTE.

New Jersey has crosswalked all approved programs according to CIP Codes and Career Clusters, and worked collaboratively with the occupational and employment information personnel to insure relevant comparisons of data.
Several delivery methods are being used to implement Career Clusters, including National Academy Foundation academies, career academies and charter schools.

Implementation levels of programs of study

• Secondary and 2-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

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 09/17/2009