Academic Year

For postsecondary institutions on the semester system this includes the fall, spring and summer semesters, in that order. (e.g., Summer 2008, Fall 2008, Spring 2009)

CIP Number

The Classification of Instructional Programs number is a taxonomic coding scheme that contains titles and descriptions of primarily postsecondary instructional programs. It was developed to facilitate the National Center for Educational Statistics’ (NCES’) collection and reporting of postsecondary degree completions by major field of study using standard classifications that capture the majority of reportable program activity. The CIP: 2000 edition is the third revision of the CIP. It was originally published in 1980 and was revised in 1985 and 1990. The CIP is the accepted federal government statistical standard on instructional program classifications and the 2000 edition has been adopted as the standard field of study taxonomy.

Credentialing curriculum

The Credentialing Officer at the postsecondary institution may assign the instructor coursework to complete before the Initial Credential expires. For full-time faculty, there are two (2) classes that must be completed before the 3-year Initial Credential expires, EDU 250 and EDU 260. The EDU 250 class was created to give all new postsecondary faculty an understanding of CTE in Colorado. The EDU 260 class was created to provide an understanding in methods of teaching. The EDU 250 & 260 classes are offered at several Colorado Community Colleges. Please refer to the CCCS CTE Administrators’ Handbook, Section IV for current information about CTE credentials.

CTE program five­ year plan

Each CCCS approved CTE program is asked to work with their advisory committee to establish a vision for the program to reach in five years, an evaluation of the current status of the program, and suggested strategies for achieving the vision.

Dominant gender

The gender that is more than 75% employed in an occupation or career field. (e.g., female nurses, male auto technicians, male engineers, female early childhood educators, male computer scientists, etc.)

Gender ­stereotyped jobs

Indicators

A measurement that can predict future trends.

Lagging indicators

A summative measurement that is collected and calculated after the period of interest has been completed.

Leading indicators

A formative measurement that signal possible lagging indicator results. They are less accurate for indicating an overall trend and are only sub-indicators of the trend of interest but they can provide earlier data to help determine if selected strategies are having some impact.

Measurement definition

This is the detailed description of the indicator of interest. If the indicator is a rate (or percentage), the measurement definition includes a detailed description of each the numerator and the denominator that determine the percentage.
Individuals who choose to participate in CCCS approved Workplace Balance CTE programs who are the underrepresented gender.

Non­-traditional fields

Occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.

Non­-traditional students

Individuals who choose to participate in or complete CCCS approved Workplace Balance CTE programs who are the underrepresented gender.

Perkins Postsecondary Performance Metrics

Core indicators of performance for Career and Technical Education students at the postsecondary level (Perkins Section 113)

Perkins Postsecondary Performance Metric PS5: Non­-traditional Participation

The first part of Core Indicator (v) in Section 113 of the Perkins Act (Student participation in,…career and technical education programs that lead to employment in non-traditional fields.)

Perkins Postsecondary Performance Metric PS5: Non-­traditional Participation Measurement Definitions

(aka 5P1)
Numerator: Number of all enrolled CTE participants from underrepresented gender groups who participated in a program that leads to employment in non-traditional fields during the reporting year.

Denominator: Number of CTE participants who participated in a program that leads to employment in non-traditional fields during the reporting year.

Perkins Postsecondary Performance Metric PS6: Non­-traditional Completion

The second part of Core Indicator (v) in Section 113 of the Perkins Act (and completion of, career and technical education programs that lead to employment in non-traditional fields.)

Perkins Postsecondary Performance Metric PS6: Non­-traditional Completion Measurement Definitions

(aka 5P2)
Numerator: Number of CTE completers from underrepresented gender groups who completed a program that leads to employment in non-traditional fields during the reporting year.

Denominator: Number of CTE completers who completed a program that leads to employment in non-traditional fields during the reporting year.

Postsecondary CTE Completer

A student who has completed the required minimum credits within a CTE program and has received a certificate or degree.

Postsecondary CTE Concentrator

A postsecondary student who has completed at least 50 percent of the minimum CTE credit hours required within a single CTE program area (defined by CIP code) that terminates in a certificate or degree within the reporting year.

Postsecondary CTE Participant

A postsecondary student who has completed six (6) CTE credit hours within any CTE program area (defined by CIP code) within the reporting year.

Program advisory committee meetings

Face to face or electronic gatherings of individuals serving on an approved CTE program advisory committee used to provide feedback to teachers, faculty and administrators about the current affairs or conditions of the CTE program.

Reporting year

Same as academic year – July 1 of one year through June 30th of the following year

State Perkins Target

An adjusted level of performance negotiated between the State and the US Department of Education as required in the Perkins Act, Section 113, 3 (A) that is expressed in a percentage or numerical form, so as to be objective, quantifiable and measurable and requires the State to continually make progress toward improving the performance of career and technical education students.

Underrepresented gender

The gender that is less than 25% employed in an occupation or career field. (e.g., male nurses, female auto technicians, female engineers, male early childhood educators, female computer scientists, etc.)

Workplace Balance CTE Program

A CCCS approved Career and Technical Education program that is denoted as a career field that has less than 25% of one gender employed in that career field. A spreadsheet that lists programs by CIP numbers and denotes the gender that is dominant in that CIP is accessible at: http://ctep.cccs.edu/energizer/reports/report_list.jsp#cip . Click on the link titled “List of Active CIP Codes” and open the report in either Excel or HTML format. This includes all CIP codes so it is not advised to print this extensive document. But it can be sorted in Excel. The determination whether a CIP has a dominant gender is based on national data and crosswalks.

Workplace Balance Project

A multi-year strategic plan developed by a collaboration of CCCS staff and others (CDLE, College faculty and staff), focus groups’ input, literature reviews, and data analysis to provide a framework for the use of the Perkins set-aside non-traditional careers annual funds. The objectives of the project address the issue from multiple perspectives (Public, Students, Colleges, Business/Industry). It provides a way to connect, scale, and reward the work of Colorado’s Community and Technical Colleges as they continue their efforts to overcome gender stereotypes in occupations and career fields.

Workplace Balance Project Target

Measurable outcomes established in the Workplace Balance Strategic Plan (pp. 4-5) to shift and reverse a decreasing trend of non-traditional gender participation in postsecondary Workplace Balance CTE programs. The goals are a net gain of ten non-traditional participants per year per postsecondary institution receiving Perkins funds and a net gain of five non-traditional completers per year per postsecondary institution receiving Perkins funds.