State Profile For Wyoming

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

State Director

Ms. Teri Wigert, Technology, Careers and Data Director
Wyoming Department of Education
2300 Capitol Avenue, Hathaway Building, 2nd Floor
Cheyenne, WY 82002

CTE Web Site(s) as Applicable

Secondary: http://www.k12.wy.us/tcd.asp

Career Readiness Certification Program: http://www.wyomingworkforce.org/crc/

Mission

The new mission/vision statement for career technical education is to align with the agency mission statement. It will be available later this year, as the agency is in transition to a new State Superintendent of Public Instruction.

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, Career, Technical and Distance Education. The Director is a career position that reports to the Director of Special Programs. The Director’s primary areas of responsibility are all career, technical and distance education programs being administered at secondary school districts as well as all program at the postsecondary level that use Perkins funds (including: Career Technical Education, Distance Education & Virtual Programs, NCLB Title II-D E. Rate Technical services by DBA’s & Software developers, Wyoming’s Education Single Sign-on Portal “Fusion” State & Federal data collections via EdFacts/EDEN Wyoming’s (electronic) transcript center, Wyoming Equality Network Support Services).

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. In Wyoming, the State Board of Vocational Education oversees all aspects of high school reform as well as CTE, substantial crossover funding is used to align strategic goals. The State Director is a member of the state’s high school reform leadership team.

Implementation of Career Clusters

Wyoming has adopted sixteen Career Clusters as defined by the National Association of State Directors of Career Technical Education and the United States Department of Education. Wyoming believes that Career Clusters are the basis for high school reform and provide the infrastructure for a seamless transition between all learner levels. The state sees Career Clusters as a tool for career guidance, a platform to organize sequences of courses around, and a way to improve the quality of CTE.
In order to effectively implement Career Clusters, Wyoming has integrated Career Clusters into the state plan. Several strategies are also being used to support the implementation of Career Clusters. For example, Career Clusters are being used to support effective transitions between secondary and postsecondary education and Wyoming now requires accountability information to be collected by Career Clusters.
In addition, Wyoming is using Tech Prep as a delivery method to support the implementation of Career Clusters.

Implementation levels of programs of study

• Secondary/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 09/22/2009