State Profile For California

Data sources used in this profile (MSWord,54Kb)

State Director

Dr. Patrick Ainsworth, Assistant Superintendent
Secondary, Postsecondary & Adult Education, California Department of Education
1430 N. Street, Suite 4503
Sacramento, CA 95814

CTE Web Site(s) as Applicable

Secondary: http://www.cde.ca.gov/ci/ct/

Mission

The mission of CTE is to provide industry-linked programs and services that enable all individuals to reach their career goals in order to achieve economic self-sufficiency, compete in the global marketplace, and contribute to California’s economic prosperity.

CTE Statistics

Number of Public High Schools:	1,927
Number of Public High Schools Offering Solely (or primarily) CTE courses:	59
Number of Students in Public High Schools:	1,768,980
Number of Secondary Students Enrolled in CTE:	1,321,376
Number of Public Community Colleges:	111
Number of Students at Public Community Colleges:	1,547,495
Number of Postsecondary Students Enrolled in CTE:	1,607,505
Perkins Funds Received:	$140,027,486

Number of Adult Students Enrolled in CTE:	406,562

CTE Governance Structure

Perkins Eligible Agency:	Department of Education
Agency Administering Secondary CTE:	Department of Education and the California Youth Authority
Agency Administering Postsecondary CTE:	Department of Education and the California Community Colleges and Department of Corrections
Programmatic Control For Secondary CTE:	State Board of Education
Programmatic Control For Postsecondary CTE:	State Board of Education

CTE Funding

State Secondary Funding:
State Postsecondary Funding:
Local Secondary Funding:
Local Postsecondary Funding:

State Director Roles and Responsibilities

The State Director has the title of Director of Career and Technical Education The Director position is a career position that reports to the Deputy Superintendent. The Director’s primary responsibilities are secondary, postsecondary, and adult education. All CTE programs including Perkins, Partnership Academies, Regional Occupational Centers & Programs (ROCPs), & Apprenticeships – Adult Education – Adult Education Support – Educational Options – High School Initiatives – Intersegmental Relations (Post Secondary) – Middle & High School Improvement

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts.

Implementation of Career Clusters

California believes that Career Clusters provide the infrastructure for a seamless educational transition between all learner levels. The state also sees Career Clusters as a career guidance tool, a platform to organize instruction and sequences of courses around, and a way to improve the quality of CTE.
In order to effectively implement Career Clusters, California has adopted a state policy that supports Career Clusters and has integrated them into the state plan. In addition, the state has passed a resolution in support of Career Clusters. California is also using strategies to directly implement Career Clusters. The state now requires local Perkins plans to incorporate Career Clusters and all accountability information is collected by Career Clusters.
Several delivery methods are being used to implement and deliver Career Clusters, including career academies, magnet schools and charter schools.

Indicators

The data for 2003-2004 in the above chart was taken directly from the Consolidated Annual Reports (CAR Report 2003-04). The CAR is a mandatory fiscal and accountability report submitted by each state to the U.S. Department of Education. It provides performance information on 14 Perkins indicators. A red X means a state did not meet its adjusted level of performance and a green checkmark means that the state did meet its goal.A blue bar in the Secondary Indicators table means that the state does not offer students the opportunity to earn both a high school diploma and other credential (e.g., a skill certificate) or that the data was not otherwise provided by the state. A blue bar in the Postsecondary Indicators table indicates that the state did not provide data.

The data for 2004-2005 was taken from the U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, Program Year 2004-05, Washington, D.C., 2007.

Last updated on 08/07/2008