NY CTE Data Collection

The Career and Technical Education Technical Assistance Center of NY (CTE TAC) has been charged by the New York State Department of Education (NYSED) to work on improving CTE data collection to create an accurate picture of career and technical education program performance in NYS. This effort will be conducted in collaboration with the Regional Information Centers (RIC), NYSED and the large city directors of technology.

CTE Data Reporting:  For CTE policy to be directed by data-driven decisions, complete and valid data are needed from all districts in the State. All CTE students in New York State need to be counted to provide an accurate picture of CTE participation. A CTE student is an individual enrolled at an accredited secondary school, seeking a high school diploma, or GED and enrolled in a CTE program.

CTE programs are comprised of at least three CTE courses or units of study that together form a cohesive concentration. Located in high schools and BOCES or technical/CTE high schools, CTE programs provide academic and technical instruction in the content areas of agriculture, business and marketing, family and consumer sciences, health occupations, trade and technical education and/or technology education. Cohesive concentrations are groups of courses or units of study that when combined make up a program. These courses or units of study may be from a single CTE content area, or from a combination of content areas.

Students taking courses taught by teachers certified in Agriculture Education, Business and Marketing Education, Family and Consumer Sciences, Health Occupations Education, Technology Education, and Trade and Technical Education are CTE students and should be reported as such.

Now that most CTE data reporting is collected through the Student Information Repository System (SIRS), some duplication of data collection has been eliminated. For example, all demographic information about a student will now be entered once, and used for a number of data reports. 

Data Collection and Data Reporting:All school districts must report CTE data. Timely reporting of CTE data by the home schools and BOCES has become crucial to New York State’s ability to provide program impact information to the Federal Department of Education and the New York State Board of Regents. Continuation of Perkins funding depends on the CTE community’s commitment to showing program effectiveness. This is not possible without complete and reliable data. Modified measurement definitions have increased the number of CTE students that should be counted.   Data reporting updates are available on the CTE Data web page at http://www.p12.nysed.gov/cte/Data/home.html