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The following section includes a series of questions about challenges that states might be encountering as they implement Perkins IV accountability requirements. |
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17.
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Overall, how much of a challenge has it been to collect accurate and complete data for the Perkins IV NCLBA-related indicators at the secondary level? |
| (Check one in each row.) |
| No challenge | Some challenge | Moderate challenge | Great challenge | Very great challenge | Don't know | ||
|---|---|---|---|---|---|---|---|
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a. Academic attainment | ||||||
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b. Graduation rates | ||||||
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18.
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What challenges has your state faced in collecting accurate and complete data for the academic attainment measure at the secondary level? |
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19.
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What challenges has your state you faced in collecting accurate and complete data for the student graduation rate measure at the secondary level? |
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20.
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How much of a challenge has it been to develop the remaining Perkins IV core performance indicators at the secondary level? |
| (Check one in each row.) |
| No challenge | Some challenge | Moderate challenge | Great challenge | Very great challenge | Don't know | ||
|---|---|---|---|---|---|---|---|
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a. Technical skill attainment | ||||||
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b. Secondary school completion (Diplomas, GEDs) | ||||||
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c. Student placement | ||||||
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d. Nontraditional participation | ||||||
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e. Nontraditional completion | ||||||
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21.
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How much of a challenge have the following issues presented when developing the technical skill attainment measure at the secondary level? |
| (Check one in each row.) |
| No challenge | Some challenge | Moderate challenge | Great challenge | Very great challenge | Not applicable | Don't know | ||
|---|---|---|---|---|---|---|---|---|
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a. Cost of internal development | |||||||
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b. Cost of third-party assessments for school districts | |||||||
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c. Cost of third-party assessments for student | |||||||
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d. Numerous CTE programs in state | |||||||
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e. Too few CTE programs to develop measure | |||||||
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f. Determination of scope of subject matter to be assessed (e.g., program level, pathway, career cluster) | |||||||
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g. Variation among local districts | |||||||
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h. Coordinating secondary assessments with relevant postsecondary CTE programs in your state | |||||||
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i. Collection of accurate and complete data (i.e., accessing data from third-party assessments or self-reporting) | |||||||
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j. Other (Please specify.) | |||||||
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(If "Other") Please specify. | |
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22.
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(If "Great" or "Very great challenge" to 21) What are the difficulties your state is encountering? (In your answer, please be sure to specify the selection (a,b,c,d,e,f,g,h,i,j) along with its associated challenge.) |
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23.
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How much of a challenge have the following issues presented when developing the secondary school completion measure at the secondary level? |
| (Check one in each row.) |
| No challenge | Some challenge | Moderate challenge | Great challenge | Very great challenge | Don't know | ||
|---|---|---|---|---|---|---|---|
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a. Ability to access accurate data on GEDs | ||||||
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b. Other (Please specify). | ||||||
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(If "Other") Please specify. | |
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24.
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(If "Great" or "Very great challenge" to 23) What are the difficulties your state is encountering? (In your answer, please be sure to specify the selection (a,b) along with its associated challenge.) |
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25.
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How much of a challenge have the following issues presented when collecting data on student placement? |
| (Check one in each row.) |
| No challenge | Some challenge | Moderate challenge | Great challenge | Very great challenge | Not applicable | Don't know | ||
|---|---|---|---|---|---|---|---|---|
|
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a. Ability to obtain Social Security Numbers (e.g., available from students, parents, or school/district) | |||||||
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b. Interpretation of Family Educational Rights and Privacy Act (FERPA) | |||||||
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c. Interpretation of state privacy laws | |||||||
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d. Cost of conducting data matches through UI Wage Records | |||||||
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e. Cost of conducting surveys | |||||||
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f. Obtaining an adequate response rate to surveys | |||||||
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g. Collecting data on self-employed | |||||||
| No challenge | Some challenge | Moderate challenge | Great challenge | Very great challenge | Not applicable | Don't know | ||
|---|---|---|---|---|---|---|---|---|
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h. Collecting data on students that are employed in state | |||||||
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i. Collecting data on students that are employed out-of-state | |||||||
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j. Collecting data on students that attend school out-of-state | |||||||
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k. Collecting data on students that attend private school | |||||||
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l. Linkage between secondary and postsecondary data systems | |||||||
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m. Other (Please specify.) | |||||||
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(If "Other") Please specify. | |
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26.
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(If "Great" or "Very great challenge" to 25) What are the difficulties your state is encountering? (In your answer, please be sure to specify the selection (a,b,c,d,e,f,g,h,i,j,k,l,m) along with its associated challenge.) |
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27.
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How much of a challenge have the following issues presented when developing the nontraditional participation measure at the secondary level? |
| (Check one in each row.) |
| No challenge | Some challenge | Moderate challenge | Great challenge | Very great challenge | Don't know | ||
|---|---|---|---|---|---|---|---|
|
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a. Ability to access accurate student data | ||||||
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b. . Identification of programs leading to employment in nontraditional fields | ||||||
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c. Consistent application of state guidance to local CTE programs | ||||||
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d. Other (Please specify.) | ||||||
|
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(If "Other") Please specify. | |
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28.
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(If "Great" or "Very great challenge" to 27) What are the difficulties your state is encountering? (In your answer, please be sure to specify the selection (a,b,c,d) along with its associated challenge.) |
|
29.
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How much of a challenge have the following issues presented when developing the nontraditional completion measure at the secondary level? |
| (Check all that apply.) |
| No challenge | Some challenge | Moderate challenge | Great challenge | Very great challenge | Don't know | ||
|---|---|---|---|---|---|---|---|
|
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a. Ability to access accurate student data | ||||||
|
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b. Identification of programs leading to employment in nontraditional fields | ||||||
|
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c. Consistent application of state guidance to local CTE programs | ||||||
|
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d. Other (Please specify.) | ||||||
|
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(If "Other") Please specify. | |
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30.
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(If "Great" or "Very great challenge" to 29) What are the difficulties your state is encountering? (In your answer, please be sure to specify the selection (a,b,c,d) along with its associated challenge.) |
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31.
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How much of a challenge has it been for your state to collect complete and accurate data for the following categories of special populations, as defined by NCLBA? |
| (Check one in each row.) |
| No challenge | Some challenge | Moderate challenge | Great challenge | Very great challenge | Not applicable | Don't know | ||
|---|---|---|---|---|---|---|---|---|
|
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a. Individuals with disabilities | |||||||
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b. Individuals from economically disadvantaged families, including foster children | |||||||
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c. Individuals preparing for non-traditional fields | |||||||
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d. Single parents, including single pregnant women | |||||||
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e. Displaced homemakers | |||||||
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f. Individuals with limited English proficiency | |||||||
|
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g. Migrant students | |||||||
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32.
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(If "Great" or "Very great challenge" to 31) What are the difficulties your state is encountering? (In your answer, please be sure to specify the selection (a,b,c,d,e,f, or g) along with its associated challenge.) |
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