specifications manual for - maryland cte data

1 Revised: February 2013

Specifications Manual for Secondary Career and Technology (CTE)

Enrollment and Outcome Systems

Data Collection and Reporting for School Year 2012-2013

(Submissions April 2013 – September 2013) List A of State Approved CTE Programs CTE Student Enrollment CTE Concentrator Outcomes

Maryland State Department of Education Division of Career and College Readiness 200 West Baltimore Street Baltimore, Maryland 21201


MARYLAND STATE BOARD OF EDUCATION

DR. CHARLENE M. DUKES President

DR. MARY KAY FINAN Vice President

JAMES H. DEGRAFFENREIDT, JR.

LINDA EBERHART IVAN C. A. WALKS, M.D.

DONNA HILL STATON, ESQ. DR. S. JAMES GATES JR.

MADHU SIDHU GUFFRIE M. SMITH, JR. LUISA MONTERO-DIAZ

SAYED M. NAVED MS. EBEHIREME INEGBENEBOR, STUDENT MEMBER

DR. LILLIAN M. LOWERY Secretary-Treasurer of the Board

State Superintendent of Schools

Katharine Oliver

Assistant State Superintendent of the Division of Career and College Readiness

The Maryland State Department of Education does not discriminate on the basis of race, color, sex, age, national origin, religion, or disability in matters affecting employment or in providing access to programs. For inquiries related to departmental policy, please contact:

Equity Assurance and Compliance Branch Division of Instruction and Staff Development

Maryland State Department of Education 200 West Baltimore Street

Baltimore, Maryland 21201 (410) 767-0433 Voice, (410) 767-0431 FAX, (410) 333-6442 TTY/TDD

Martin O’Malley, Governor


Specifications Manual for Secondary CTE Enrollment and Outcome Systems

Table of Contents Use of CTE Data and the Importance of Data Quality 4 Highlights of Data Collection Process for SY 2012-2013 (FY 2013) 5 Perkins IV Core Indicators of Performance 6 CTE Data Submission Processes - Overview 7 Perkins Outcome Data Process 8 CTE Inclusion into the Maryland Longitudinal Data System (MLDS) 10 List A Verification Process 11 CTE Enrollment Submission Process 14 Data Definitions for New Measures 15 Using Performance Data for Program Improvement 17 Appendix A: Secondary CTE Enrollment Specifications 19 Appendix B: CTE Secondary Student Record Layout 20 Appendix C: Enrollment Data Definitions and Coding Instructions 21 Appendix D: Nontraditional CTE Programs 25


Use of CTE Data and the Importance of Data Quality Like all educational programs, Career and Technology Education (CTE) is experiencing a significant increase in the attention paid to performance data. Increased accountability and reporting the performance of CTE students is a major focus of the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV). The files collected by the CTE enrollment and outcome systems form the framework for much of this performance data, and as such, the quality of these files is increasingly important. Currently, data collected through these files is used for the following:

• Determining eligibility for federal incentive funds at the state level; • Communicating overall CTE program performance to key stakeholders; • Reviewing Perkins plans for alignment of resources and opportunities for improvement; • Evaluating CTE student performance as part of the local school system Master Plan; • Providing Local Advisory Councils and Program Advisory Committees with performance data

on which to evaluate program performance; • Identifying the lowest relative performing programs to be targeted for revision; and • Establishing performance levels and targets for increasing CTE student achievement, as

required in Perkins IV. In addition to these uses of data for accountability and program evaluation, high quality data will allow local CTE staff to engage in “management by fact”. Analysis of accurate data will support evaluation, decision-making and operational improvement. Major steps are taken throughout the data collection process to ensure the accuracy of CTE data including:

• Updating List A and Classification of Instructional Programs (CIP) codes for approved CTE programs;

• Updating the Concentrator Course designation(s) for each CTE pathway program; • Using internal statistical controls and data validation steps to ensure accurate reporting

of CTE student outcomes; and • Increasing collaboration with information management and institutional

researchers to ensure accurate and complete file submissions. Effective January 2008, all Local School Systems must include the state-issued Unique Student Identifier (SASID) in all data submissions to MSDE. The CTE record layout includes State Assigned Student Identification. Technical assistance on issues of data quality or the analysis and use of performance data for program improvement is always available from the Division of Career and College Readiness (DCCR). Such technical assistance can include any of the following:

• Customized troubleshooting of data file construction and submission; • Large or small group interpretation of performance results; and • Presentation of custom performance reports to local stakeholder groups.

To access any of these technical assistance resources, please contact your regional CTE Coordinator or Kathy McNerney – Lead Coordinator at (410) 767-0185. Rosemary Bitzel 410.767.0165 [email protected] Nancy Hauswald 410.767.0175 [email protected]

mailto:[email protected]�



Highlights of Data Collection Process for School Year 2012-13(FY2013) Schedule for Data Collection

The order of data collection follows the academic school year. Starting with a Spring enrollment file (for all students in CTE courses that school year) and then a post-graduation, outcome file. The approval of a CTE program (List A) may occur throughout the year, but is validated once per year, prior to the start of the school year. 1. CTE Enrollment File (SY 2012-2013) Due Date: April 30, 2013 Each Local School System (LSS) submits CTE Enrollment for the School Year 2012-2013, with students designated as CTE Concentrators. It is critical that all CTE Enrollment Files be received by April 30, 2013 for the distribution of CTE Technical Achievement data collection reports. 2. CTE Outcome File (CTE Concentrators) Posted Date: June 15, 2013 Due Date: August 15, 2013 MSDE will post a “cohort” file of all reported CTE Concentrators, including those expected to graduate in the report year (Class of 2013). This file is based on previous years’ submission of CTE Enrollment and students designated as CTE Concentrators. The outcome file will include all current concentrators; including those that have exited secondary education (withdraw codes). Each Local School System (LSS) completes the file, providing information on all CTE Concentrators expected to graduate and/or exiting (withdraw and transfer) in the report year. 3. List A Verification (for next SY2013-2014) Due Date: September 30, 2013 Each Local School System (LSS) verifies the listing of all state-approved CTE programs, including the schools with active enrollment in the programs. A new ListA validation system will be piloted this September, for more information or to participate in the pilot please contact Matthew Koerner- [email protected] or 410-767-0172

The CTE Outcome file and Enrollment file are posted on the MSDE Secure Transport Server (see pages 9 and 14). The procedures for submitting SY2012-2013 CTE outcome and enrollment data will be sent via email and will include a copy of this manual. List A Verification occurs through the CTE web application (page 11).

Your Concentrator File Will Be Sent To You!

With the submission of school year (SY) 2012-2013 CTE Enrollment files (submitted by April 30, 2013), we have a full cohort of CTE concentrators for the report year 2012-2013. To simplify data collection, we will make available for download from our secure server a file of unduplicated student records representing all the concentrators that you have submitted for the past three years. (See “Perkins Outcome Data Process” on pages 8 and 9 for more details.) This file will then be the starting point for the CTE Outcome File and will need only to be populated with outcome data for these fields: Technical Assessment Available (Yes/No) – by CIP

Technical Assessment Attempted (Yes/No) – by student Technical Assessment Passed (Yes/No) – by student Withdraw/Transfer/Complete (W/T/C) Status Withdraw/Transfer/Complete (W/T/C) Code



Perkins IV Core Indicators of Performance Sub-

Indicator Measurement

Definition

1S1 Academic

Attainment: Reading/Language Arts

Numerator: Number of CTE Concentrators who met the proficient or advanced level on the HSA - English 2, who, in the report year left secondary education Denominator: Number of CTE Concentrators who, in the report year left secondary education

1S2

Academic Achievement: Mathematics

Numerator: Number of CTE Concentrators who met the proficient or advanced level on the HSA - Algebra who, in the report year left secondary education Denominator: Number of CTE Concentrators who, in the report year left secondary education

2S1

Technical Skill Attainment

Numerator: Number of CTE Concentrators who met state-recognized CTE standards (technical assessments and/or college credit) who, in the report year left secondary education Denominator: Number of CTE Concentrators completing programs with technical assessments and/or college credit (where available and appropriate) who, in the report year left secondary education

3S1

Secondary School Completion

Numerator: Number of CTE Concentrators who receive Maryland HS diploma, certificate, or GED who, in the report year left secondary education Denominator: Number of CTE Concentrators who, in the report year left secondary education

4S1

*Graduation Rate

Numerator: Number of CTE Concentrators who in the reporting year, were included as graduated in the State’s computation of graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA Denominator: Number of CTE Concentrators who in the reporting year, were included in the State’s computation of graduation rate

5S1

Secondary Placement

Numerator: Number of CTE Completers in postsecondary education, employment or the military, two quarters after graduation Denominator: Number of CTE Completers who, in the reporting year, left secondary education

6S1

Non-Trad Participation

Numerator: Number of underrepresented CTE participants in non-traditional CTE programs during the reporting year Denominator: Number of CTE participants in non-traditional CTE programs during the reporting year

6S2

Non-Trad Completion

Numerator: Number of underrepresented CTE Concentrators who complete non-traditional CTE programs and who left secondary education in the reporting year Denominator: Number of CTE Concentrators who complete non-traditional CTE programs and who left secondary education in the reporting year


* The calculation for graduation rate for CTE Concentrators is in alignment with the state calculation for high school graduation rate. Graduation Rate: the percentage of students who received a Maryland high school diploma during the reported school year. This is an estimated cohort rate. It is calculated by dividing the number of high school graduates by the sum of the dropouts for grades 9 through 12, respectively, in consecutive years, plus the number of high school graduates. CTE DATA SUBMISSION PROCESSES

PERKINS OUTCOME DATA

ENROLLMENT DATA

Due Dates for School Year 2012-2013 (FY2013)

Task Completed by:

2013 CTE Enrollment April 30, 2013 2013 Concentrators Outcome Measures August 15, 2013 FY2014 List A Verification September 30, 2013

Review FY 2012 List A

Determine Program Additions

and Deletions

Verify as FY 2013 List A

Previous year - September

Complete No later than Sept 2012

Submit FY 2013 CTE Enrollment

Correct and Resubmit as Necessary

Finalize FY 2013 CTE Enrollment

February - April 2013

No later than April 30, 2013

Transmit 2013 Outcome File

(CTE Concentrators)

Review list of CTE Concentrators and

complete status and outcomes

Finalize 2013 Outcome Data

Posted June 15

Submit No later than August 15


The Perkins Outcome File is designed to collect student performance data for students who achieved a “concentrator” level of CTE participation during their high school career. Each year, based on the enrollment file, any student designated a concentrator is added to the CTE Outcome file. For the reporting year, all CTE concentrators for a three-year cohort will be included in the outcome file. Empty data fields to be populated:

Unique Student Identification (state issued) –if missing Technical Assessment Available (Yes/No) – by CIP Technical Assessment Attempted (Yes/No) – by student

Technical Assessment Passed (Yes/No) – by student Withdraw/Transfer/Complete (W/T/C) Status Withdraw/Transfer/Complete (W/T/C) Code

A number of points still need to be emphasized: • The Outcome File is based on students who exit during the report year, including CTE

concentrators who may exit as sophomores and juniors (non-graduates) during the report year. Please Note: Beginning in 2012, WTC Status and Codes will be reconciled/ validated with the data submitted to the Division of Assessment and Accountability.

• Students need not have completed the CTE program associated with the concentrator course to

be included in this file, however, the concentrator course designation must be after completing two CTE courses in a four-credit sequence (or post-50% of the program).

• This streamlined process relies heavily on accurate identification of concentrators in the CTE

enrollment file. As such, the Local CTE Director, in consultation with DCTAL, is responsible for identifying the appropriate concentrator course when new programs are developed. It is important that a current table of local concentrator course numbers be maintained and utilized in the construction of this file. For every new or revised CTE program, a concentrator course must be identified and used in subsequent Outcome File construction. Conversely, for any programs that are dropped, the associated concentrator course should be removed.

Perkins Outcome Data Process

Report Year 2012-2013

Concentrator File Supplied by MSDE

2013 Outcome File with status for all CTE Concentrators, who in

the report year, left secondary education

2013 CTE Program Quality

Index (PQI)

A file containing the unduplicated concentrator records will be available electronically to the LSS contact and empty data fields will be populated

The returned Outcome File will be populated with CIP codes, HSA English II/ Algebra status, and graduation rate calculations utilizing MSDE and Enrollment files

and a PQI will be created


File Retrieval/Submission File retrieval and submission should be done using the MSDE Secure Transport Server:

https://sst.msde.state.md.us/ A separate folder for each school system has been created on this server. Each school system can access their assigned folder with a user name and password. Please contact George Comegys at (410) 767-0422 if you have forgotten or do not have your user name and password. The 2013 Concentrators File for each LSS will be placed in the assigned folder on the MSDE Secure Transport Server (June 15, 2013). Each LSS should retrieve their 2013 Concentrators File, update the outcome fields in each student record, and then submit this file as their 2013 Outcome File back to their folder on the MSDE Secure Transport server (due August 15, 2013).

https://sst.msde.state.md.us/�


CTE Inclusion into the Maryland Longitudinal Data System (MLDS) As CTE data continues to be included in the development of the Maryland Longitudinal Data System it becomes increasingly important for CTE leadership and data staff to coordinate with other central office accountability and data personnel. The following data collections and processes include CTE information:

1. High School Status and Completion File 2. Student Course Grade Teacher Data Collection 3. Standardized Course Coding- LEA Mapping Process

Additional, specific information will be provided as it becomes available. A general description of the impact and inclusion of CTE is described below. High School Status and Completion (HSSC) This is a end of year file where high school completion codes are identified (CTE Completers and Dual USM/ CTE Completers). There are two fields that impact CTE- High School Program Completion and the associated CIP code. This is the source of CTE Completion and Dual Completion in the PQI. The proper identification and coding of CTE Completers (02 codes) and Dual Completers (03 codes) is critical as well as the Alignment of the HSSC CIP to the student’s outcome file CIP. Student Course Grade Teacher Data Collection (SCGT) This is a semi-annual collection of every student course enrollment record. In the record layout, there are flags to identify the particular course a student is enrolled in is earning them credit for CTE, TechEd, Advanced TechEd. Standardized Course Coding LEA’s will be asked to map local courses to standardized titles using the SCED (School Codes for the Exchange of Data) course listing. CTE courses will need to be identified (a checkbox is included in the online forms) and mapped to the proper SCED course. Due to the nature of the State Programs of Study, these courses were specifically added to the SCED course listing and their course titles were prefaced with “CTE-.” When mapping courses, these course titles should only be used for courses that are part of a State Program of Study, locally developed program courses should be mapped to other SCED course options.


List A Verification should be conducted on-line utilizing the Career and Technology Enrollment and Outcome Data Collection system located at https://cteweb.msde.state.md.us/vMSDE/default.asp . This process can only be conducted by a user with local system administrator privileges and can only be started once the open period for List A Verification has begun. To verify List A follow these steps: 1. Point your web browser to the URL above. You should be directed to the following screen:

2. Enter your user name and password and click “Sign in”

You should be directed to the introduction screen below:

List A Verification Process

https://cteweb.msde.state.md.us/vMSDE/default.asp�


3. Select the “List A” tab from the upper left hand corner 4. Select the “Verify List A” task 5. You will be presented with a list of all schools that currently have state approved CTE programs.


6. You will need to select each school individually to verify that the appropriate programs are

being reflected on List A. To do this, click on the link for the name of the school that you wish to verify

7. From the verification screen, check each CIP code listed to make sure the program continues to be offered at that school. (Note: any program that shows no enrollment for two consecutive years will automatically be eliminated from List A unless you have reason to request otherwise)

8. If the program is still active, select the appropriate “Keep” radio button

9. If, however, a program is to be dropped, select the appropriate “Drop” radio button 10. If there are other issues pertaining to programs at this school a message can be written

in the text box and will automatically be forwarded to appropriate MSDE staff for review 11. Once you have reviewed all programs, select the “Submit” button to complete your verification for that school. This signals MSDE that you have completed the review and

your List A can be finalized. If an error is made after selecting “Submit”, you can go back to this screen and correct the error at anytime prior to the final submission date for List A. After that time, List A is locked for purposes of collecting enrollment.


For School Year 2012-2013, CTE Enrollment Files will be uploaded to the MSDE Secure Transport Server at MSDE (no later than April 30, 2013). LSS staff responsible for submitting this file should contact George Comegys to obtain a user name and password. Phone: (410) 767-0422 Email: [email protected]

CTE Enrollment File Submission Process



Data Definitions for New Measures Perkins III legislation required utilizing a new level of Career and Technology Education (CTE) participation – CTE Concentrator – for a number of accountability measures. This designation indicates a student who intends to complete a CTE program. In Maryland, the threshold level of participation utilized is identification of a Concentrator Course for each approved CTE program. The course, or courses, selected for each program represent the most accurate indication that a student intends to pursue a program of study leading to CTE Completer status. This leads to the adoption of the following definitions in Maryland: CTE Enrollee: Any student enrolling in at least one course which is part of an identified CTE

completer program CTE Concentrator: Any student enrolling in a course at the Concentrator Course level for a CTE

Completer program (post 50% of the program sequence) CTE Completer: Any student who meets all requirements outlined in the approved proposal for

a CTE Completer program New Perkins IV Accountability Measures: Previously, technical skill attainment was measured by a cumulative grade point average (GPA). This indicator has been replaced with the requirement for CTE Concentrators to demonstrate technical skill attainment through passing technical assessments aligned to industry standards and/or assessments aligned to programs expectations for college credit. Technical Assessment Available: A yes/no designation to indicate if a technical assessment

(industry certification and/or the awarding of college credit) is available to the student, prior to graduation. This is designated by program area (CIP).

Technical Assessment Attempted: A yes/no designation to indicate if a student has

attempted the technical assessment. Technical Assessment Passed: A yes/no designation to indicate if an individual student

has passed an assessment aligned to industry standards and/or earned college credit aligned to the program.

Withdraw/Transfer/Complete: These codes have been added to the CTE Secondary Student

Record layout for easier tracking of student progress and accurate determination of the total number of CTE concentrators and graduates. The Withdraw/Transfer/Compete (W/T/C) status and code numbers are taken from the Maryland Student Records System Manual.

Any student who enrolls in an identified Concentrator Course will be flagged as a CTE Concentrator. From this point in time, outcomes for that student will be collected and reported for the performance indicators. Local School Systems, in consultation with MSDE/DCTAL have identified the course (or courses) which best represent a CTE Concentrator course for each approved CTE Completer program. A list of these courses for each school system has been compiled by the local Career and Technology Education (CTE) Director. The list of CTE Concentrator courses should be locally reviewed each year concurrent with the review of List A.


Figure 1: Sample CTE Concentrator Course Identification

Career Cluster: Manufacturing, Engineering & Technology Career Pathway CTE Completer Program

Engineering Technology (Option 1)

Engineering Technology (Option 2)

CIP Code

15.1101

15.1101

Required Completer Sequence Courses (Indicate # of credits in parentheses)

Principles of Technology A (.5) Principles of Technology B (.5) PT Physics A (.5) PT Physics B (.5) Pre-Engineering A (.5) Pre-Engineering B (.5) One Credit From Communications Systems Technological Innovations

Pre-Engineering A (.5) Pre-Engineering B (.5) One Credit From: Principles of Technology or PT Physics One Credit From: Communications Systems Technological Innovations One Credit From: Internship or OJT

CTE Concentrator Course(s)

Pre-Engineering A or B

Communications Systems Technological Innovations

Suggested Elective Courses


Using Performance Data for Program Improvement Local access to high quality performance data for CTE programs is rapidly expanding. MSDE provides this data in alignment with some core principles regarding the use of performance data for program improvement. These include the following:

1. Performance data must be aligned with the mission, strategic direction, goals and objectives and short-term action plans of the organization. While much of this direction is set locally, the Maryland CTE community has outlined a common direction in the document, Policies and Procedures for the Development and Continuous Improvement of CTE Programs.

2. Performance data must be compared to appropriate benchmarks. In general, the

performance improvements demanded by the quality framework described above require significantly more than incremental annual improvements.

3. Performance data must be appropriately segmented. In looking for opportunities to

improve performance, it is generally not sufficient to look solely at aggregate data. While performance for an entire population may appear satisfactory, drilling down to view the data for various subpopulations may reveal significant differences in performance. Appropriate data segments may include: race, gender, special populations, programs, and schools.

4. Performance data must be widely communicated. To be effective, there must be

substantial transparency of performance data to all key stakeholders. This requires providing ready access to the full range of data in forms that provide meaningful answers to the questions these groups may be asking.

To facilitate the use of performance data consistent with these principles, the Student and Assessment Services Branch provides the following data products: Local Perkins Accountability Report (LPAR)

The LPAR is the basic data package for the reporting of Perkins Outcome measures. It includes: • a local school system summary of performance with comparisons to the overall state

performance • trend charts for each sub indicator comparing local school system performance to overall

state performance for a three year period • segmented data charts for each sub indicator showing subpopulation performance by

race, gender and special populations for the current year Program Quality Index (PQI)

The PQI provides data at the CIP program level for each school system. It reports on all Perkins sub indicators plus a number of other data points that align with quality CTE programs as described in the Policies and Procedures document. This data is presented in the form of a spread sheet for ease of manipulation and includes the following:

• Perkins Core Indicators of Performance for each sub-indicator • Enrollment data (for the last five years) • Completer data (from MSPP/HS Completion files reported in the MSDE Report Card) • Dual Completion Rates (based on MSPP/ High School Completer designation) • Rigorous Course Taking for Math and Science


The PQI is used in local identification of the lowest relative performing programs (see Policies and Procedures document for a full explanation). It is also useful for identifying opportunities for improvement that may be included in the local Perkins plan. Such identification may be accomplished through a review by local program advisory committees.

New Data Summary Sheets

To facilitate the alignment of CTE programs to the Career Clusters Framework and new Perkins accountability requirements, two new summary sheets have been developed to include:

• Career Cluster: CTE Student Enrollment and Completion This summary sheet includes the relative enrollment of CTE students by program area. For example, Arts, Media, Communication students represent 10% of total enrollment. The second pie chart shows the relative completion of students by program area. For example, Arts, Media Communication students represent 15% of all CTE graduates. The summary sheet also includes a bar chart showing enrollment trends by Career Cluster. Comparing Enrollment patters to Completion patterns may be used to inform program alignment decisions. Greater emphasis should be placed on CTE Completers as these students are the main focus of the accountability reporting.

• CTE Program Performance on Select Measures

This summary sheet includes comparison of the highest performing program, the LSS average performance, and the three lowest performing programs, by indicator. The performance of programs is compared for

• HSA English II • HSA Algebra • High School Completion • Post High School Placement


Appendix A: Secondary CTE Enrollment Specifications State-Approved Programs Only students enrolled in state-approved career and technology education programs as of September 30, 2012 should be submitted. Programs must be on the school system’s List A on file with DCCR, Maryland State Department of Education. Multiple Courses/Multiple Programs Students enrolled in courses that are part of separate state-approved CTE programs should have separate records for each CIP involved. These records are now accepted for enrollment calculations. However, to report student outcomes, each student is only included once. Graduation rates, and all other Perkins indicators of performance are based on a per student calculation. The student may only be reported as a single graduate. The last CIP code associated with the student (usually the concentrator designation) is the program credited with this student. Social Security Number It is critical to specify the student’s social security number because many of the new federally- required Perkins performance measures and the Maryland high school graduate follow-up system are based on the ability to identify a student using that number. This information is strictly confidential and is used for educational purposes. At no time is individual student data identifiable. All data are aggregated. State Assigned Student ID (SASID) Effective January 2008, all Local School Systems must include the state-issued Unique Student Identifier (SASID) in all data submissions to MSDE. The CTE record layout includes State Assigned Student Identification.


Appendix B: CTE Secondary Student Record Layout

Data may be submitted as a ‘flat file’ or as an Excel spreadsheet. All fields or cells are text format to preserve the leading zero that may occur in some fields/cells.

Data Element Codes Length Position Last Name ..................................... Student’s Last Name (no punctuation) .................... 25 .............. 01-25 First Name .................................... Student’s First Name (no punctuation) ................... 15 .............. 26-40 Middle Initial ............................... Student’s Middle Initial ........................................... 01 .............. 41 Social Security Number ................ Student’s Social Security Number .......................... 09 .............. 42-50 Grade............................................. 09, 10, 11, 12, UN ................................................... 02 .............. 51-52 School System (LSS) .................... 01-23, 30 ................................................................. 02 .............. 53-54 School Number ............................. See LIST A .............................................................. 04 .............. 55-58 Gender Code ................................. 1=Male; 2=Female .................................................. 01 .............. 59 Hispanic or Latino ........................ Y = yes or N = no (Must enter a ‘Y’ or a ‘N’) ........ 01 .............. 60 American Indian/Alaskan Native…1 = yes; 0 = no (must enter a ‘1’ or a ‘0’) .............. 01 .............. 61 Asian………………………………2 = yes; 0 = no (must enter a ‘2’ or a ‘0’) ............ 01 .............. 62 Black or African American………..3 = yes; 0 = no (must enter a ‘3’ or a ‘0’) ........... 01 .............. 63 Native Hawaiian or Other Pac. Isle..4 = yes; 0 = no (must enter a ‘4’ or a ‘0’) ........... 01 .............. 64 White………………………………5 = yes; 0 = no (must enter a ‘5’ or a ‘0’) ........... 01 .............. 65 CIP Code ....................................... Student’s six-digit CIP code from LIST’A’ ............ 06 .............. 66-71 Filler (blank) ................................. (CIP 7th digit is no longer required) ....................... 01 .............. 72 SASID……………………………State Assigned Student ID......................................10 ................ 73-82 Concentrator Designation ............. ‘C’ = Student has enrolled in concentrator course .. 01 .............. 83 Limited English Proficiency ......... 1 = yes; 0 = no (must enter a ‘1’ or a ‘0’) ............. 01 .............. 84 Disadvantaged ............................... 2 = yes; 0 = no (must enter a ‘2’ or a ‘0’) ............. 01 .............. 85 Disabled ........................................ 3 = yes; 0 = no (must enter a ‘3’ or a ‘0’) ............. 01 .............. 86 Single Parent ................................ 4 = yes; 0 = no (must enter a ‘4’ or a ‘0’) .............. 01 .............. 87 Nontraditional Career Program ..... (Leave Blank – See data definitions) ................... 01 .............. 88 Technical Assessment Available …..’Y’ or ’N’ .......................................................... 01 .............. 89* Technical Assessment Attempted.…’Y’ or ‘N’……………………………………..01…………90* Technical Assessment Passed….…..’Y’ or ‘N’ ........................................................... 01 .............. 91* Withdraw/Transfer/Complete (W/T/C) Status .......................................................... 01 .............. 92 * Withdraw/Transfer/Complete (W/T/C) Code ............................................................ 02 .............. 93-94 * Birth Date ...................................... Student’s date of birth (mmddyyyy) ...................... 08 .............. 95-102 * For Outcome File Only - Not used during Enrollment Submission


Appendix C: Enrollment Data Definitions and Coding Instructions Data may be submitted as a ‘flat file’ or as an Excel spreadsheet. All fields or cells are text format to preserve the leading zero that may occur in some fields/cells. Last Name Student’s last name First Name Student’s first name Middle Initial Student’s middle initial Social Security Number Student’s social security number. This is important because the new

required federal Perkins Act Performance Measures and the Maryland high school graduate follow-up system are based on SS#’s. This information is strictly confidential and is used for educational purposes. At no time is individual student data identifiable. All data are reported in aggregate.

Grade Two-character code for the grade of the student: 09 = Ninth 10 = Tenth 11 = Eleventh 12 = Twelfth UN = Ungraded School System (LSS) Two-digit State designation for your local education agency (01-23,30) School Number Four-digit valid MSDE school number Each school on LIST A is identified with a six-digit code which is the

combined two-digit school system code and the four-digit school code. Gender One-character gender code: 1 = Male 2 = Female Ethnicity If the student is Hispanic or Latino, enter ‘Y’ (yes) in this field.

Otherwise enter ‘N’ in this field. Must enter a ‘Y’ or a ‘N’. Race Race codes – There are five positions to be reported. The position that

identifies the respondent’s race will be indicated with the appropriate race code. All other positions will be reported as ‘0’. More than one position may contain a race code.

1 = American Indian/Alaskan Native 2 = Asian 3 = Black or African American 4 = Native Hawaiian or Other Pacific Islander 5 = White


Birth Date Student’s date of birth specifying month, day and year (mmddyyyy). Must include leading zero for the month or the day when either or both is less than 10.

CIP Code Each student must be identified by the appropriate Classification of Instructional

Programs (CIP) code. To determine a student's CIP code, identify the student's school where the career and technology education program is offered and use that school's LIST 'A'. LIST 'A' can be obtained from the local director of CTE in each school system. Classifying the student in the correct CIP code is extremely important. The field is defined as text to retain any leading zero that could occur. (Six digits required, 7th digit optional.)

SASID “State Assigned Student ID” Student’s unique identification number. The unique

student identification is required for all data transmissions to MSDE. Concentrator The one-character code designating whether the student is enrolled in a course

identified as a concentrator course: C = Concentrator 0 = Not a Concentrator LEP The one-character code identifying whether the student qualifies as LEP: 1 = LEP 0 = Not LEP Disadvantaged The one-character code identifying if the student qualifies as disadvantaged: 2 = Disadvantaged 0 = Not Disadvantaged Disabled The one-character code identifying whether the student qualifies as disabled. 3 = Disabled 0 = Not Disabled Single Parent The one character code identifying if the student qualifies as a single parent. 4 = Single Parent 0 = Not a Single Parent Nontraditional This field should be left blank. Nontraditional career program students will be identified automatically by the system. Technical Assessment Available A yes/no designation to indicate if a technical assessment (industry

certification and/or the awarding of college credit) is available to the student, prior to graduation. This is designated by program area (CIP).

Technical Assessment Attempted A yes/no to indicate whether the individual student attempted/took

the technical assessment (industry certification). Technical Assessment Passed A yes/no designation to indicate if an individual student has passed

an assessment aligned to industry standards and/or earned college credit aligned to the program.


Withdraw/Transfer/Complete The Withdraw/Transfer/Compete (W/T/C) status and code numbers are taken from the Maryland Student Records System Manual.

Definitions For Revised Ethnicity And Race Categories

ETHNICITY Hispanic or Latino

A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. The term, “Spanish origin,” can be used in addition to “Hispanic or Latino.”

RACE American Indian or Native Alaskan

A person having origins in any of the original peoples of North and South America (including Central America), and who maintains a tribal affiliation or community attachment.

Asian

A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

Black or African American A person having origins in any of the black racial groups of Africa. Native Hawaiian or Other Pacific Islander

A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

White A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

Special Populations Individual with Limited English Proficiency (LEP) The term ‘individual with limited English proficiency’ means a secondary school student, an adult, or an out-of-school youth, who has limited ability in speaking, reading, writing, or understanding the English language, and: a. whose native language is a language other than English; or b. who lives in a family or community environment in which a language other than English is the dominant Individuals From Economically Disadvantaged Families, Including Foster Children The term "disadvantaged" means individuals (other than individuals with disabilities) who have economic disadvantages and who require special services and assistance in order to enable such individuals to succeed in career and technology education programs. This includes individuals who are members of economically disadvantaged families, migrants, and individuals who are dropouts from, or who are identified as potential dropouts from secondary school. Economically Disadvantaged: The term identifies such families or individuals who are determined by the Secretary to be low-income according to the latest available data from


the Department of Commerce. The poverty threshold for a particular family unit is dependent on its size and the age of its members, and is updated annually.

Individual or Student with Disabilities The term "individual or student with disabilities" is the name that replaced the term "handicapped" in the Americans with Disabilities Act of 1990. Students with disabilities refers to those who have been determined through appropriate assessment as having temporary or long-term special educational needs arising from cognitive, emotional, or physical factors, or any combination of these. Their ability to meet general educational objectives is impaired to a degree whereby the services available in the general education program are inadequate in preparing them to achieve their educational potential. (Authority is Education Article, Section 302-8-307 and 8-401-8-416, Annotated Code of Maryland). The terms used to describe the categories of students with disabilities are taken from the Federal Register, Vol. 42, No. 163, August 23, 1987. Single Parent A single parent means a student who is unmarried or legally separated from a spouse, and has a minor child or children for which the parent has either custody or joint custody, or is pregnant. Nontraditional CTE Program A nontraditional CTE program is one that prepares an individual in an occupation or field of work for which individuals from one gender comprise less than 25 percent of the individuals employed in that occupation or field of work. Maryland’s nontraditional career and technology programs are based on Maryland labor market data.


Appendix D: Nontraditional CTE Programs The Nontraditional Occupations for Males from 2006 BLS Data and Nontraditional Occupations for Females from 2006 BLS Data, prepared by the National Alliance for Partnerships in Equity. A full listing may be found at www.mdctedata.org

http://www.mdctedata.org/�

specifications manual for - maryland cte data

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