State Profile For New York
Data sources used in this profile (PDF,177Kb)
State Director
Ms. Jean C. Stevens, Associate Commissioner
Office of Elementary, Middle, Secondary and Continuing Education, New York State Education Department
89 Washington Avenue, Rm. 875 EBA
Albany, NY 12234
CTE Web Site(s) as Applicable
Secondary: http://www.emsc.nysed.gov/cte/
Mission
The mission of the Career and Technical Education Team is to assure that programs incorporating both high-level academic and technical skills are available to all the students in New York State, and that there is a seamless delivery of these programs throughout the K-16 system.
CTE Statistics
| Number of Public High Schools: | 943 | Number of Public High Schools Offering Solely (or primarily) CTE courses: | 30 |
|---|---|
| Number of Students in Public High Schools: | 857,753 |
| Number of Secondary Students Enrolled in CTE: | 256,238 |
| Number of Public Community Colleges: | 35 |
| Number of Students at Public Community Colleges: | 271,308 |
| Number of Postsecondary Students Enrolled in CTE: | 155,879 |
| Perkins Funds Received: | $63,531,364 |
CTE Governance Structure
| Perkins Eligible Agency: | Department of Education |
|---|---|
| Agency Administering Secondary CTE: | Department of Education |
| Agency Administering Postsecondary CTE: | Department of Education |
| Programmatic Control For Secondary CTE: | Board of Regents |
| Programmatic Control For Postsecondary CTE: | Board of Regents |
CTE Funding: Non-Perkins
Decreased Funding
Funding Maintained

| State Secondary Funding: | N/A |
|---|---|
| State Postsecondary Funding: | N/A |
| Local Secondary Funding: | ![]() |
| Local Postsecondary Funding: | ![]() |
State Director Roles and Responsibilities
The State Director has the title of Associate Commissioner. The Director’s position is a career position that reports to the Senior Deputy Commissioner, Office of P-16 Education. The Director’s primary areas of responsibility are secondary career and technical education, secondary instructional technology, middle level education, all curriculum areas, adult education, oversight of the General Education Development (GED) program, standards and data collection, educational technology, bilingual education, safe schools and alternative education, teacher quality and professional development, regional school services and student support services.
CTE Connections to Secondary Education and High School Reform
Career technical education plays a significant role in high school reform efforts. New York has implemented the High Schools That Work model. In addition, the NYS Regents Policy on CTE allows integration of academics and technical skills that meet Regents standards, and CTE is a component of all school improvement efforts. The State Director is a member of the state’s high school reform leadership team.
Implementation of Career Clusters
New York believes that Career Clusters can provide a foundation for high school reform efforts. The state feels Career Clusters provide important information for career guidance and can support improvement of the quality of CTE programming. New York State has learning standards for Career Development and Occupational Studies, which include six career majors. These six career majors incorporate the 16 career clusters. The state believes that the anticipated reauthorization of the Carl D. Perkins Act will create an opportunity for a more statewide approach. The six career majors are based in:
- Agricultural education
- Business & Marketing education
- Family & Consumer Sciences education
- Health Occupations education
- Technology education
- Trade, Technical & Industrial education
Implementation levels of programs of study
- Programs of Study are required for all secondary Perkins funded programs and secondary programs seeking program approval in NYS. Perkins Title II programs have identified articulated programs of study at both the secondary and 2-year college level and some 4-year college levels.
- Yes
- No
- Data unavailable- 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)
Indicators
Secondary Indicators
| Indicator | Yes/No | |||
|---|---|---|---|---|
| Source: CAR Report | 2003-4 | 2004-5 | 2005-6 | 2006-7 |
| Academic Achievement | ![]() |
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| Vocational Skills | ![]() |
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| Diploma Equivalent Degree Credential | ![]() |
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| Diploma With Proficiency Credential | ![]() |
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| Total Placement | ![]() |
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| Nontraditional Participation | ![]() |
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| Nontraditional Completion | ![]() |
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Post Secondary Indicators
| Indicator | Yes/No | |||
|---|---|---|---|---|
| Source: CAR Report | 2003-4 | 2004-5 | 2005-6 | 2006-7 |
| Academic Achievement | ![]() |
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| Vocational Skills | ![]() |
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| Diploma Equivalent Degree Credential | ![]() |
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| Total Placement | ![]() |
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| Retention | ![]() |
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| Nontraditional Participation | ![]() |
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| Nontraditional Completion | ![]() |
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Key:
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.
CAR Narratives for individual states
Last updated on 09/17/2009
