State Profile For Oregon

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

State Director

Dr. Colleen Mileham, Interim Assistant Superintendant
Oregon Department of Education, Office of Educational Improvement and Innovation
255 Capitol Street, NE
Salem, OR 97310

CTE Web Site(s) as Applicable

Secondary: http://www.ode.state.or.us/search/results/?id=151

Career Readiness Certification Program: http://www.oregon.gov/CCWD/CRC/index.shtml

Mission

All Oregonians have the skills and resources to achieve economic prosperity. Career Technical Education, including Career Pathways, is an education and workforce development system for helping achieve this vision.

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 Assistant Superintendent. The Assistant Superintendent is a career position that reports to both the Superintendent for Public Instruction. The Assistant Superintendent also collaborates closely with the Commissioner of Community Colleges and Workforce Development concerning the administration of the Perkins Act, the alignment of CTE programs, and the transitions of students from high schools to community colleges. The Assistant Superintendent’s primary areas of responsibility are secondary career technical education, which includes administering the Perkins Act for the secondary and postsecondary levels. In addition, the Director Assistant Superintendent administers the ESEA/NCLB Title Programs and Private Career Schools (non-degree granting); School district compliance with Oregon Administrative Rules; and Oregon content standards development, revision and implementation.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a large role in high school reform efforts. In Oregon, CTE is a full partner in Oregon’s high school reform efforts including the original implementation of Oregon’s Certificate of Advanced Mastery (CAM). The 2007 additions to Oregon’s diploma requirements have their roots in the CAM design and implementation. CTE provides the capacity for students to meet the diploma requirements of demonstrating career-related learning standards and participating in career-related learning experiences. High school educators view CTE as an opportunity for students to apply their academic learning in a career-related environment. The State Director is a member of the state’s high school reform leadership team.

Implementation of Career Clusters

Oregon organizes the 16 national career clusters under six Career Learning Areas based on the state’s workforce opportunities and the educational delivery system. The Oregon Skill Sets framework includes academic, technical and career related knowledge and skills by career areas. Oregon’s six Career Learning Areas are:

• Agriculture, Food and Natural Resources


• Arts, Information and Communication


• Business and Management


• Health Services


• Human Resources


• Industrial and Engineering Systems

Implementation levels of programs of study

• Secondary: 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 09/22/2009