State Profile For Maryland

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

State Director

Mrs. Katharine Oliver, Assistant State Superintendent
Career Technology and Adult Learning, Maryland State Department of Education
200 W. Baltimore Street
Baltimore, MD 21201

CTE Web Site(s) as Applicable

Secondary: http://www.marylandpublicschools.org/MSDE/divisions/careertech/

Mission

Career and Technology Education programs are developed and implemented to increase the academic, career, and technical skills of students in order to prepare them for careers and further education.

CTE Statistics

Number of Public High Schools:	165
Number of Public High Schools Offering Solely (or primarily) CTE courses:	15
Number of Students in Public High Schools:	231,022
Number of Secondary Students Enrolled in CTE:	140,725
Number of Public Community Colleges:	16
Number of Students at Public Community Colleges:	117,282
Number of Postsecondary Students Enrolled in CTE:	51,984
Perkins Funds Received:	$18,687,504

CTE Governance Structure

Perkins Eligible Agency:	Maryland State Department of Education (MSDE)
Agency Administering Secondary CTE:	Maryland State Department of Education
Agency Administering Postsecondary CTE:	Maryland Higher Education Commission. (MSDE administers Perkins funds awarded to eligible postsecondary institutions)
Programmatic Control For Secondary CTE:	Maryland State Board of Education
Programmatic Control For Postsecondary CTE:	Maryland Higher Education Commission.

CTE Funding

State Secondary Funding:	N/A
State Postsecondary Funding:	N/A
Local Secondary Funding:	N/A
Local Postsecondary Funding:	N/A

State Director Roles and Responsibilities

CTE, Adult Education and Literacy Services, Correctional Education: adult and juvenile

CTE Connections to Secondary Education and High School Reform

CTE plays a significant role in high school reform efforts. The state CTE program provides leadership, technical assistance, and coordination to the development and improvement of CTE programs of study that are an integral part of high school reform. This includes assistance with local implementation of the career cluster frameworks and CTE pathway programs. State incentives encourage local implementation of CTE pathway programs that specify academic and technical coursework leading to industry certification, licensure, or advanced placement in postsecondary studies. In addition, the CTE program supports high school improvement efforts through membership in the High Schools That Work (HSTW) initiative and support for Maryland’s HSTW middle and high school sites. In partnership with the Citigroup Foundation the CTE program also conducts High School Improvement Institutes. The Institutes help local school improvement teams organize their schools into smaller, student-centered, career-focused learning communities. CTE student performance Outcomes are also woven into local master plans.

Implementation of Career Clusters

Maryland views Career Clusters as providing the infrastructure for a seamless transition across all learner levels. Career Clusters efficiently gather employer expectations, inform the state’s system of career guidance, provide a platform to organize programs of study, and effectively link education, workforce preparation, and economic development. Maryland’s Career Clusters development actively engages employers as well as the Governor’s Workforce Investment Board as it addresses critical workforce shortage areas.
Career Clusters, are integrated into the State Plan for CTE. Maryland requires local Perkins plans to incorporate Career Clusters and enrollment/accountability systems are organized by Career Clusters. Maryland’s Policies and Procedures for the Development and Continuous Improvement of CTE Programs align CTE program development and implementation with Career Clusters and the State’s career development standards include Career Clusters. Model CTE Pathway Programs are being established to facilitate the development of new programs and the continuous improvement of existing programs. State staff and resources have been redirected to support and incentivize Career Cluster/CTE Pathway development and implementation. Partnerships with national career cluster/CTE pathway program initiatives have been established to further assist local programs with implementation.

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