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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
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Revised: February 2013
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
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Revised: February 2013
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
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Revised: February 2013
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]
[email protected]
Nancy Hauswald
410.767.0175
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Revised: February 2013
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
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Perkins IV Core Indicators of Performance
SubIndicator
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
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
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 who, in the report year left
secondary education
Denominator: Number of CTE Concentrators 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
6S1
Non-Trad
Participation
6S2
Non-Trad
Completion
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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
Numerator: Number of underrepresented CTE participants in nontraditional CTE programs during the reporting year
Denominator: Number of CTE participants in non-traditional CTE
programs during the reporting year
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 nontraditional CTE programs and who left secondary education in the
reporting year
Revised: February 2013
* 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
Review list of CTE
Concentrators and
complete status and
outcomes
Transmit 2013
Outcome File
(CTE
Concentrators)
Finalize 2013
Outcome Data
Submit No later
than August 15
Posted June 15
ENROLLMENT DATA
Determine
Program Additions
and Deletions
Review FY
2012 List A
Verify as
FY 2013 List A
Previous year September
Complete No later
than Sept 2012
Finalize FY 2013
CTE Enrollment
Correct and
Resubmit as
Necessary
Submit FY 2013
CTE Enrollment
No later than
April 30, 2013
February April 2013
 Due Dates for School Year 2012-2013 (FY2013)
Task
2013 CTE Enrollment
2013 Concentrators Outcome Measures
FY2014 List A Verification
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Completed by:
April 30, 2013
August 15, 2013
September 30, 2013
Revised: February 2013
Perkins Outcome Data Process
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.
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
A file containing the unduplicated concentrator
records will be available electronically to the LSS
contact and empty data fields will be populated
2013 CTE
Program Quality
Index (PQI)
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
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.
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Revised: February 2013
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).
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Revised: February 2013
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.
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Revised: February 2013
List A Verification Process
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:
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Revised: February 2013
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.
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Revised: February 2013
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.
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Revised: February 2013
CTE Enrollment File Submission Process
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:
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[email protected]
Revised: February 2013
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.
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Revised: February 2013
Figure 1:
Career Cluster:
Sample CTE Concentrator Course Identification
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
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)
Pre-Engineering A (.5)
Pre-Engineering B (.5)
(Indicate # of credits in
parentheses)
One Credit From
Communications Systems
Technological Innovations
CTE Concentrator
Course(s)
Pre-Engineering A or B
One Credit From:
Principles of Technology or
PT Physics
One Credit From:
Communications Systems
Technological Innovations
One Credit From:
Internship or OJT
Communications Systems
Technological Innovations
Suggested Elective
Courses
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Revised: February 2013
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
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Revised: February 2013
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
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Revised: February 2013
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.
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Revised: February 2013
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
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Revised: February 2013
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
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Revised: February 2013
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.
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Revised: February 2013
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 outof-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
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Revised: February 2013
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.
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Revised: February 2013
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
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Revised: February 2013