Career and Technical Education (CTE) programs prepare individuals for a wide range of careers that reflect the contemporary workplace. CTE adds to our students’ education and success. As we strive to prepare every Wisconsin student to be college and career ready, CTE provides our greatest collective opportunities for creating a skilled, knowledgeable, and productive future workforce.
Students participating in CTE classes and programs are captured through the larger Career Education data collection. CTE student data is available on the Wisconsin Department of Public Instruction (DPI) website.
|School Years||WISEdash|| CTEERS Historical Data Files
|Beginning with 2018-19||X||--|
|2004-05 through 2014-15||--||X|
CTE data is also part of Perkins V federal data reporting requirements. Students who have participated or completed in CTE programs are reported as CTE participants and concentrators. Below you will find detailed background information, definitions, and related links to facilitate use and appropriate interpretation of CTE data on the DPI website. Unless otherwise indicated, all information about WISEdash data on this page is about the Certified Data.
- Not all school districts participate in the Perkins Grant program. Such districts would not report CTE Participants, Concentrators or Graduate Concentrators. For details see "Who Submits CTE Data?" in the frequently asked questions below.
For definitions, see the WISEdash Glossary
- CTE Participant:
A CTE participant is a secondary student who has completed (passed) at least one CTE course for the reporting year. This value is calculated by the DPI based on district reporting of CTE courses using the SCED course codes. CTE participant status is determined for students in grades 9-12 (starting in the 2020-21 school year) for Carl Perkins districts. Please note, prior to the 2020-21 school year, CTE participants were only calculated for grades 11 and 12.
- CTE Concentrator:
A CTE concentrator is a secondary student who has completed (passed ) at least two CTE courses within a single career pathway throughout high school. This data element is reported by districts upon review of students’ CTE course completion within a single career pathway. CTE concentrator status is reported for students in grades 11-12 from Carl Perkins districts.
- CTE Concentrator Graduate:
A CTE concentrator who has graduated from high school with a regular high school diploma.
- Career Pathway:
Career pathways, also known as career clusters, are broad occupational groupings that serve as an organizing tool, categorizing common knowledge and skill sets for secondary and postsecondary education. Career pathways use 16 broad groups of occupations and are part of CTE federal data reporting. A single career pathway is required for reporting for each identified CTE concentrator.
- Non-traditional Occupation:
Non-traditional Occupation is a status used to identify CTE concentrator students who are in a career pathway that leads to non-traditional fields. CTE concentrators in non-traditional occupation is one of the many federal core performance indicators under Perkins V accountability and data reporting. Non-traditional occupation status is only determined for CTE concentrator students, including CTE concentrator graduates. See Calculating Rates below for how CTE concentrators in non-traditional occupations are determined.
- CTE Participant. If a student was enrolled in at least one CTE course and earned a passing grade for that course for the school year, the student is identified as a CTE participant. Students who have a drop status in the course(s) are excluded from this calculation.
- CTE Concentrator in Non-Traditional Occupations. Non-traditional occupation status is only determined for CTE concentrator students. Concentrator students in non-traditional occupations are identified using a single instructional area code (IAC) that is submitted on the concentrator record. A non-traditional occupation status is determined when a concentrator student’s reported gender matches the underrepresented gender designated within an IAC. For example, if a concentrator student is reported as female and the submitted IAC is designated as non-traditional for females in the workforce, the concentrator student is considered in a non-traditional occupation. If a concentrator student is reported as male and the submitted IAC is designated as non-traditional for females in the workforce, the concentrator student is not considered in a non-traditional occupation.
- 2018-19 and beyond. Change in CTE data reporting system from the former CTE data reporting system (CTEERS) to WISEdata.
- 2019-20 to 2020-21. CTE participant calculation was modified to address impacts of COVID-19. See the COVID-19 Guidance on Career Education Data Reporting
- 2020-21 and beyond. CTE participant calculation expanded to include students in grades 9-10 in addition to students in grades 11-12. Districts may see a higher reporting of CTE participants due to grade level expansion.
- 2020-21 and beyond. New CTE concentrator definition changes under Perkins V. See the Perkins V Concentrator Guide for more information.
Change in CTE data reporting system
- Beginning in the 2018-19 school year, CTE data was reported and submitted through the larger WISEdata system from the former CTE data reporting system known as CTEERS.
- Who submits CTE data?
CTE is supported through the Carl D. Perkins Career and Technical Education (Perkins IV) Act of 2006 and was recently amended on July 31st, 2018 through the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). As part of Perkins accountability, districts who participate in Carl Perkins funding are required to submit CTE data. Over 95% of all public LEAs, including non district charter schools participate in Perkins funding.
What is Career and Technical Education (CTE)? Career and Technical Education (CTE) prepares students for a wide range of careers that reflect the contemporary workplace and plays a major role in addressing the workforce and economic needs. CTE encompasses a broad range of activities including academic coursework, career based learning opportunities, and connections to relevance in the world of work.