State Profile For Ohio
Data sources used in this profile (MSWord,54Kb)
State Director
Dr. Kathy Shibley, State Director
Career-Technical and Adult Education, Ohio Department of Education
25 South Front Street
Columbus, OH 43215
CTE Web Site(s) as Applicable
Secondary: http://www.ode.state.oh.us/GD/Templates/pages/ode/odeprimary.aspx?page=2&topicrelationid=166
Mission
The Ohio Career-Technical and Adult Education mission is to provide quality programs and services to meet the lifelong career education needs of Ohio’s youth and adults. The system creates, maintains and empowers the workforce of today and tomorrow and is critical to the economic future of Ohio.
CTE Statistics
| Number of Public High Schools: | 688 | Number of Public High Schools Offering Solely (or primarily) CTE courses: | 49 |
|---|---|
| Number of Students in Public High Schools: | 563,427 |
| Number of Secondary Students Enrolled in CTE: | 141,030 |
| Number of Public Community Colleges: | 42 |
| Number of Students at Public Community Colleges: | 219,503 |
| Number of Postsecondary Students Enrolled in CTE: | 179,263 |
| Perkins Funds Received: | $51,053,911 |
| Number of Adult Students Enrolled in CTE: | 132,137 |
|---|
CTE Governance Structure
| Perkins Eligible Agency: | Department of Education |
|---|---|
| Agency Administering Secondary CTE: | Department of Education |
| Agency Administering Postsecondary CTE: | Board of Regents |
| Programmatic Control For Secondary CTE: | State Board of Education |
| Programmatic Control For Postsecondary CTE: | Board of Regents |
CTE Funding
Decreased Funding
Funding Maintained
| State Secondary Funding: |  |
|---|---|
| State Postsecondary Funding: | |
| Local Secondary Funding: | |
| Local Postsecondary Funding: | |
State Director Roles and Responsibilities
The State Director has the title of State Director for Career-Technical and Adult Education. The Director is a career position that reports to the Associate Superintendent for Curriculum and Assessment. The Director is responsible for all administrative areas related to postsecondary career-technical education and Adult Workforce Education.
CTE Connections to Secondary Education and High School Reform
Career technical education plays a significant role in high school reform efforts. In Ohio, a State Board Task Force on High Quality High Schools recently completed a year long study. Career Technical Leadership was well represented on the Task Force and their recommendations speak directly to utilizing career-technical models such High Schools that Work and Tech Prep for school reform. Additionally the Career-Technical Office intends to be an integral element of the implementation plan.
Implementation of Career Clusters
Ohio has committed to full implementation of Career Clusters. Ohio has adopted state administrative rules that support Career Clusters and has integrated them into the state plan. Several strategies are currently supporting these policies. All technical content standards are being reviewed/revised/developed to reflect a Career Cluster framework which includes both breadth and depth. Each Cluster technical content standards document includes embedded academic content standards and an emphasis on core business processes/systems as well as technical competencies appropriate to Cluster pathways and occupational specializations. Ohio is supporting the enactment of Career Cluster curriculum with the following resources: curriculum models (e.g., a model course of studey or scope and sequence), problem-based projects as a framework for instruction and teacher institutes to prepare teachers for teaching core business processes, integrating academic and technical standards and using problem-based teaching strategies. Ohio also requires accountability information to be collected by Career CLusters. Several delivery methods are being used to implement Career Clusters, including career academies, High School That Work, Tech Prep, and high school reform efforts.
Indicators
Secondary Indicators
| Indicator | Yes/No | |
|---|---|---|
| Source: CAR Report | 2003-4 | 2004-5 |
| Academic Achievement |  |
 |
| Vocational Skills |  |
 |
| Diploma Equivalent Degree Credential |  |
 |
| Diploma With Proficiency Credential |  |
 |
| Total Placement |  |
 |
| Nontraditional Participation |  |
 |
| Nontraditional Completion |  |
 |
Post Secondary Indicators
| Indicator | Yes/No | |
|---|---|---|
| Source: CAR Report | 2003-4 | 2004-5 |
| Academic Achievement |  |
 |
| Vocational Skills |  |
 |
| Diploma Equivalent Degree Credential |  |
 |
| Total Placement |  |
 |
| Retention |  |
 |
| Nontraditional Participation |  |
 |
| Nontraditional Completion |  |
 |
Adult Indicators
| Indicator | Yes/No | |
|---|---|---|
| Source: CAR Report | 2003-4 | 2004-5 |
| Academic Achievement |  |
 |
| Vocational Skills |  |
 |
| Diploma Equivalent Degree Credential |  |
 |
| Total Placement |  |
 |
| Retention |  |
 |
| Nontraditional Participation |  |
 |
| Nontraditional Completion |  |
 |
Key:
- Yes
- No
- 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.
Last updated on 08/07/2008