State Profile For Hawaii

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

State Director

Dr. Karla Jones, State Director
Career and Technical Education, University of Hawaii
Lower Campus Road, Lunalilo Portable 1
Honolulu, HI 96822

CTE Web Site(s) as Applicable

Secondary: http://www.hawaii.edu/cte/

Postsecondary:

Mission

To ensure seamless transition between and among all career and technical education courses/programs.

CTE Statistics

Number of Public High Schools: 43
Number of Public High Schools Offering Solely (or primarily) CTE courses: 0
Number of Students in Public High Schools: 50,250
Number of Secondary Students Enrolled in CTE: 21,433
Number of Public Community Colleges: 7
Number of Students at Public Community Colleges: 27,254
Number of Postsecondary Students Enrolled in CTE: 9,797
Perkins Funds Received: $6,366,949

CTE Governance Structure

Perkins Eligible Agency: State Board for Career Technical Education
Agency Administering Secondary CTE: State Board for Career Technical Education
Agency Administering Postsecondary CTE: State Board for Career Technical Education
Programmatic Control For Secondary CTE: State Board of Education
Programmatic Control For Postsecondary CTE: University of Hawaii Board of Regents

CTE Funding

Key: Increased Funding  Small_green_arrow_up    Decreased Funding   Small_red_arrow_down    Funding Maintained   Small_blue_arrow_both
State Secondary Funding: Small_blue_arrow_both
State Postsecondary Funding: Small_blue_arrow_both
Local Secondary Funding: Small_blue_arrow_both
Local Postsecondary Funding: Small_blue_arrow_both

State Director Roles and Responsibilities

The State Director has the title of State Director for Career and Technical Education. The Director position is a career position that reports to the President of the University of Hawaii. The Director’s primary areas of responsibility are administrative oversight of the Perkins funds and ensuring that the eligible recipients use funds according to the law, as well as civil rights compliance, special populations/nontraditional programs, accountability.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. Hawaii has formed a Tech Prep Work Group that plans, develops, and coordinates programs of study between secondary and postsecondary education using its six career pathways framework. Since Hawaii has one secondary and one postsecondary public education system, CTE has been at the forefront of high school redesign initiatives using the career pathways as the model to create what high schools should look like (smaller learning communities, academies, etc).

Implementation of Career Clusters

Hawaii pre-dates the Career Cluster movement and chose six Career Pathways. The Career Clusters can be regrouped into Hawaii’s six Career Pathways. Hawaii believes that Career Pathways (Clusters) are the basis for high school redesign and provide the infrastructure for a seamless educational transition between all learner levels. Career Pathways are also seen as tool for career guidance, a platform to organize sequences of courses around, and a way to improve the quality of CTE.
In order to effectively implement Career Pathways, Hawaii has integrated Career Pathways into the state plan. In addition, Hawaii has adopted several strategies to support the implementation of Career Pathways. For example, Career Pathways are being used to support effective transitions between secondary and postsecondary education and local Perkins plans are required to incorporate Career Pathways.


Hawaii’s six Career Pathways:

Indicators

Secondary Indicators

Indicator Yes/No
Source: CAR Report 2003-4 2004-5
Academic Achievement Small_green_check Small_red_x
Vocational Skills Small_red_x Small_green_check
Diploma Equivalent Degree Credential Small_green_check Small_blue_line
Diploma With Proficiency Credential Small_blue_line Small_blue_line
Total Placement Small_red_x Small_red_x
Nontraditional Participation Small_green_check Small_green_check
Nontraditional Completion Small_red_x Small_green_check

Post Secondary Indicators

Indicator Yes/No
Source: CAR Report 2003-4 2004-5
Academic Achievement Small_red_x Small_green_check
Vocational Skills Small_red_x Small_green_check
Diploma Equivalent Degree Credential Small_green_check Small_green_check
Total Placement Small_red_x Small_red_x
Retention Small_green_check Small_green_check
Nontraditional Participation Small_red_x Small_green_check
Nontraditional Completion Small_red_x Small_green_check

Key:

  • Small_green_check - Yes
  • Small_red_x - No
  • Small_blue_line - Data unavailable

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.

New Information

Monthly online update: CTE Connections

Last updated on 10/15/2008