Overview of K-12 Career Technical Education

AN LAO REPORT Overview of K-12 Career Technical Education GABRIEL PETEK | LEGISLATIVE ANALYST | MARCH 2025 SUMMARY Schools Provide Career Technical Education (CTE) Programs for Students. CTE courses generally are designed to teach technical skills that can lead to further postsecondary education or employment, and to help produce skilled workers to meet industry needs. Local governing boards determine the courses that they offer students. The specific offerings vary based on several factors, such as student interest and local workforce needs. Most Targeted CTE Funding Comes From the State. The primary source of funding for schools is the Local Control Funding Formula (LCFF). Schools use LCFF to pay for most of their general operating expenses. This typically includes costs associated with CTE programs. The state also provides roughly $500 million in ongoing funding specifically for CTE, primarily from two competitive grant programs. Additionally, in recent years, the state has provided almost $1 billion in total one-time funding to support a variety of CTE initiatives. State Collects Various Data on CTE Programs. The state annually collects a variety of CTE-related information from school districts, county offices of education (COEs), and charter schools. This includes course offerings and course completion. These data show a significant increase in the share of CTE courses that fulfill the college preparatory coursework required to be eligible for freshman admission at the state’s public universities. As part of the state’s school accountability system, the state tracks performance on the College and Career Indicator, which combines information about a student’s course completion and test scores to determine whether a student is prepared for college and career. Additionally, all schools operating CTE programs are required to submit postsecondary status data for students who complete CTE pathways. Issues for the Legislature to Consider. We raise three questions for the Legislature to consider in evaluating its approach to K-12 CTE issues. • How Should the Legislature Monitor Progress on CTE-Related Goals? To the extent the Legislature wants to more closely monitor specific CTE outcomes, it could require that more detailed information be publicly reported. It also could require the collection of additional data that would help it monitor progress on key objectives. For example, the state could require district-level reporting of data for students who complete CTE pathways. • Is Categorical Funding an Effective Way to Achieve the Legislature’s Key Goals? Unlike other areas in K-12 education, the state has largely retained its categorical funding structure for CTE after the enactment of LCFF. The Legislature may want to consider whether this approach has been effective in helping the state make progress on its key education goals. • What Are the Benefits of Having Multiple Categorical Programs? If the Legislature wants to maintain CTE categorical funding, it may want to consider whether having multiple CTE categorical programs is an effective way to make progress on key CTE goals and whether modifications to the structure of these programs could help achieve these goals more effectively. www.lao.ca.gov 1 AN LAO REPORT INTRODUCTION Schools offer a variety of CTE programming that Plan is intended, in part, to identify opportunities prepares students for postsecondary education and for better alignment and coordination across careers. Over the past several years, the Legislature programs. This brief is intended to give policymakers has shown significant interest in these CTE programs. a high-level overview of the state’s role in supporting For example, the Legislature has introduced bills K-12 CTE programs and raise some key issues for that would change the structure of the programs, consideration. (CTE programs that serve adults are conducted oversight hearings, and allocated not the focus of this report.) The brief is organized significant amounts of ongoing and one-time funding. into the following four sections: (1) an overview of Furthermore, in August 2023, the Governor issued California’s K-12 CTE programs, (2) CTE funding, an executive order calling for various education and (3) data and accountability related to CTE, and workforce agencies to convene and develop a Master (4) issues for legislative consideration. Plan on Career Education. The forthcoming Master OVERVIEW OF K-12 CTE Schools Required to Offer CTE Courses for K-12 CTE Has Various Objectives. CTE courses Students in Grades 7-12. State law sets forth generally are designed to teach technical skills that requirements for the course of study that schools can lead to further postsecondary education or must offer to students. For students in grades 7-12, employment, and to help produce skilled workers to schools must offer courses in a variety of subjects, meet industry needs. In practice, schools may have including English, math, social sciences, science, various other objectives when offering CTE courses. world languages, physical education, visual and For example, CTE programs may promote student performing arts, applied arts, and CTE. According to engagement by teaching academic subjects in a state law, CTE courses are intended to help students hands-on way; teach soft skills, such as teamwork and attain employment skills that address state or local communication, that can better prepare students for workforce needs in business or industry. additional education or the workplace; or provide an CTE Courses Help Students Meet High School opportunity for students to gain exposure to different Graduation Requirements. The state sets minimum types of careers. course completion requirements in order for students CTE Organized Around 15 Industry Sectors. to graduate from public high schools. As part The California Department of Education (CDE) defines of these requirements, students must complete CTE as sequenced coursework in one of 15 industry one year-long course in visual or performing arts, sectors. As Figure 1 shows, over 59,000 courses world language, or CTE. In addition, districts are were taught across these industries in 2023-24. required to offer a course of study that fulfills the The largest number of courses were in Arts, Media, college preparatory coursework required to be and Entertainment; Health Science and Medical eligible for freshman admission at the University Technology; and Agriculture and Natural Resources. of California (UC) and California State University CDE has developed curriculum standards for each of (CSU) systems (known as the “A-G” requirements). the sectors. The CTE curriculum standards are aligned Although completing CTE coursework is not an A-G with the state’s academic content standards in English requirement, some CTE courses may be designed language arts, math, and science to prepare students to fulfill the A-G requirements. For example, a CTE for postsecondary education and employment. course in engineering could be designed to meet the For example, the model curriculum for courses in A-G science requirement. architectural design is structured to prepare students to write informative texts in a way that is aligned with the state’s writing standards in English language arts. 2 LEGISLATIVE ANALYST’S OFFICE AN LAO REPORT CTE Course Offerings Vary Figure 1 Locally. While the state sets Courses Taught by CTE Industry Sector specific requirements associated Total Courses Statewide, 2023-24 with CTE and develops standards around career pathways, most Industry Sector Number Percent other details related to CTE are Agriculture and Natural Resources 6,661 11% determined locally. For example, Arts, Media, and Entertainment 13,530 23 local governing boards determine Building and Construction Trades 2,790 5 the courses and pathways that Business and Finance 3,010 5 they offer students. The specific Education, Child Development, and Family Services 2,190 4 Energy and Utilities 279 — offerings may be based on a variety Engineering and Architecture 2,755 5 of factors, such as student interest Fashion and Interior Design 889 2 and local workforce needs. Local Health Science and Medical Technology 7,373 12 governing boards may also choose Hospitality, Tourism, and Recreation 4,041 7 Information and Communication Technologies 4,251 7 to partner with other agencies to Manufacturing and Product Development 1,640 3 jointly offer CTE courses to their Marketing, Sales, and Service 1,353 2 students. For example, some Multiple Industry Sectors 3,721 6 Public Services 2,251 4 school districts partner with Transportation 2,373 4 neighboring districts and their COE Totals 59,107 100% to offer CTE courses to students CTE = career technical education. in the participating districts and COE. In some cases, these regional CTE Courses Are Designed Around partnerships are administered Career Pathways. CDE has adopted pathway jointly through regional occupational centers and standards for 58 career pathways that fall under programs (ROCPs). These regional partnerships the 15 industry sectors. The pathway standards can provide greater economies of scale that give are each organized around a career focus and students access to a broader set of courses. a sequence of learning to best meet the local CTE Offerings May Also Vary Based on demands of business and industry. These pathways Program Goals. CTE course offerings can also can serve as a way to transition into higher also vary across the state based on the specific education. Each industry sector has between three objectives local governing boards would like to and seven different pathways. For example, the prioritize. Over the past decade, the state has business and finance sector has three recognized increasingly focused on ensuring that students have career pathways: business management, financial both college and career options upon graduating services, and international business. Students from high school. As a result, many CTE courses in the financial services career pathway will have become integrated into high school students’ take a sequence of courses that can translate regular instructional curriculum. For example, a to employment after graduation in jobs such as college-bound student may take high school CTE bookkeeper or accounting clerk. Students can courses such as engineering and graphic arts to also further pursue their pathway by completing satisfy A-G course requirements. To teach core additional postsecondary coursework. With academic subjects in a more applied manner, additional coursework at a community college, students may learn math and science as part of students can obtain a certificate or associate’s a health occupations pathway. Additionally, CTE degree that would prepare them for jobs such as programs in middle school and earlier grades of auditing clerk or associate financial advisor. With a high school may focus more on career exploration, bachelor’s degree, students would be prepared for while the later years of high school may focus jobs such as a financial analyst or could pursue a more on providing more specialized instruction in a certified public accountant license. specific career pathway. www.lao.ca.gov 3 AN LAO REPORT Students Can Take College-Level CTE Dual enrollment has various models. California’s Courses Through Dual Enrollment. Dual two most widely used models are traditional enrollment courses are college-level classes that dual enrollment and College and Career Access may count toward both a high school diploma Pathways (CCAP). Traditional dual enrollment and a college degree. By graduating high school typically consists of individual high school students having already earned college credits, students taking college-level courses on a community can save money and accelerate progress toward college campus. CCAP, on the other hand, a postsecondary degree or certificate. Some dual allows cohorts of high school students to take enrollment programs have a specific CTE focus as college-level classes on a high school campus. part of a career pathway that leads to a certificate (CCAP was authorized by Chapter 618 of 2015 or associate’s degree at the community college. [AB 288, Holden].) CTE FUNDING In this section, we first provide an overview of The state also provides additional funding for state funding available for CTE. We then describe specific programs, such as CTE, special education, the various types of state funding specifically and before and after school programs. targeted for CTE, including the two major ongoing State Has Several K-12 Programs Focused on programs, smaller ongoing programs, and recent CTE. As Figure 2 shows, the state provides almost one-time grants. Finally, we provide a brief summary $500 million in ongoing funding for six K-12 CTE of federal funding. Unless otherwise noted, all state programs. The state also has provided one-time funding is Proposition 98 General Fund. funding for a variety of CTE initiatives. In the rest of this section, we describe these ongoing and Overview of Funding one-time programs in more detail. LCFF Covers Core K-12 Instruction Costs. LCFF is the primary source of funding for school Major Ongoing CTE Programs districts and charter schools. The formula provides State Provides Most CTE Funding Through a base amount per student that varies by grade Two Programs. The vast majority of state span, plus additional funding for low-income funding targeted for CTE is provided through students, English learners, and foster youth. LCFF two programs: the CTE Incentive Grant (CTEIG) base funding can be used for any educational program, administered by CDE, and the K-12 Strong purpose. The state requires school districts and Workforce Program (SWP), administered by the charter schools to develop local plans for how they California Community Colleges Chancellor’s Office. will use funding to best serve the needs of their students. School districts and charter schools pay Figure 2 for most of their general operating expenses— State’s Ongoing K-12 Career Technical such as employee salaries and benefits, supplies, Education (CTE) Programs and student services—using LCFF. This typically includes costs associated with CTE programs. 2024-25 (In Millions) For 2024-25, the state is estimated to spend more than $79 billion on LCFF. The high school Program Funding base LCFF funding rate per student is $12,144 in Career Technical Education Incentive Grant $300 2024-25. This includes a 2.6 percent adjustment K-12 Strong Workforce Program 150 California Partnership Academies 21 that was intended to acknowledge the cost of Career Technical Education Initiative 15 CTE programs when LCFF was enacted. (See the Agricultural CTE Incentive Grant 6 nearby box for historical information about how Specialized Secondary Programs 5 CTE funding changed in the first few years of LCFF.) Total $497 4 LEGISLATIVE ANALYST’S OFFICE AN LAO REPORT Evolution of State Career Technical Education (CTE) Funding Largest High School CTE Categorical Program Folded Into Local Control Funding Formula (LCFF). For decades, the state funded several high school CTE categorical programs, each with their own allocation formulas, spending rules, and reporting requirements. The largest CTE categorical program was Regional Occupational Centers and Programs (ROCP), which provided $400 million annually to school districts and county offices of education (COEs) for regional CTE training to adults and high school students age 16 and older. As part of the adoption of LCFF in 2013-14, ROCP funding was folded into LCFF. In the first two years of LCFF implementation, however, school districts and COEs were required to spend no less than they did in 2012-13 on ROCPs. Several other smaller CTE categorical programs were not included in LCFF and retained their own spending and reporting requirements. LCFF High School Rates Included Adjustment Related to CTE. Under LCFF, the state set a base per-student rate for high schools that is notably higher than the rates set for the lower grades. This higher rate reflects the more specialized curriculum that high schools provide. On top of the already higher base rate for high schools, LCFF includes an additional 2.6 percent increase to the high school rate to reflect the higher costs associated with operating CTE programs. (CTE courses can have higher equipment and materials costs compared with core academic courses.) At the time LCFF was enacted, the value of this adjustment reflected the total statewide amount spent on ROCP (roughly $400 million). The state did not set any specific spending requirements on the CTE adjustment. State Provided Three Years of Temporary CTE Funding. In 2015-16, the state established the CTE Incentive Grant (CTEIG) to fund K-12 CTE programs for a period of three years. The expressed intent of CTEIG was to help districts cover the costs of CTE as the state was implementing LCFF. The state allocated a total of $900 million to the program over the course of three years, with funding diminishing over the period ($400 million in 2015-16, $300 million in 2016-17, and $200 million in 2017-18). At the same time, the local match requirements were increased each year. Funding was provided through competitive grants. In 2018-19, State Established Two Ongoing CTE Programs. The 2018-19 budget package included $150 million to establish CTEIG as an ongoing program. In addition, the budget allocated $150 million to the California Community Colleges Chancellor’s office to establish a K-12 component of the California Community College Strong Workforce Program. The program requirements have largely remained unchanged since 2018-19. In 2021-22, the state increased annual ongoing funding for CTEIG from $150 million to $300 million. CTEIG applications are reviewed by CDE, with final charter schools, COEs and ROCPs that serve approvals made by the State Board of Education. students in grades 7-12 can apply for funding. For K-12 SWP, funding is allocated from the CTEIG and K-12 SWP Have Several California Community Colleges Chancellor’s Office Similarities. The state’s two major CTE programs to eight SWP regional consortia based on each have several key similarities: region’s unemployment rate, share of statewide • Basic Goals and Program Rules. Both attendance in grades 7-12, and share of projected CTEIG and K-12 SWP have similar goals of job openings. Each consortium has a K-12 selection expanding and supporting high-quality CTE committee that reviews applications and awards programs across the state. Each program grants. (These regional consortia were initially provides one-time competitive grants, with established to administer community college CTE similar allowable uses of funds. School programs.) For both programs, school districts, www.lao.ca.gov 5 AN LAO REPORT districts, charter schools, COEs, and ROCPs • Use of Funds for Maintaining Existing that serve students in grades 7-12 may apply Programs. The K-12 SWP application for funding from either program. Applicants prioritizes grantees that expand existing may partner with other entities, and may pathways to serve more students or apply every year for funding. Both programs implement new pathways, whereas CTEIG generally require applicants to provide a provides more flexibility to use funds for local match of $2 for every $1 they receive maintaining existing programs (such as in funding. (For K-12 SWP, ROCPs are only purchasing new equipment and materials required to provide a local match of $1 for and remodeling facilities that are related to every $1 they receive in funding.) CTE instruction). • Minimum Eligibility Standards. Both • Partnerships With Community Colleges. programs have similar minimum eligibility K-12 SWP grantees are required to have standards that grantees must meet to partnerships with a community college for receive funding. For example, both programs implementation of their CTE programs. CTEIG require grantees to have programs that are grantees have more flexibility regarding their informed by the regional plan of the local partnerships with postsecondary institutions. SWP consortium. Many Grantees Receive Funding From Both Programs Also Have Several Key Differences. CTEIG and K-12 SWP. In 2023-24, 132 grantees Although CTEIG and K-12 SWP have several (school districts, charter schools, COEs, and similarities, they also have some substantive ROCPs) received funding from both CTEIG and differences related to programmatic and reporting K-12 SWP. This represents 71 percent of the requirements, as well as structural differences K-12 SWP grantees and 32 percent of CTEIG in how the grants are administered. Key grantees. Grantees that receive funding from both differences include: programs must set aside local matching funds for each program, as funding from one program • Grant Allocation. Although both programs cannot be counted as a local match for the other. award grant amounts primarily based on (Both programs allow grantees to use other CTE a grantee’s student attendance, there categorical funding as a local match.) are differences in how awards are made under each program. Most notably, K-12 State Funds One System of Technical SWP regional selection committees have Assistance for Both Programs. The state provides greater discretion in selecting grantees $13.5 million annually to the California Community and determining individual grantee award College Chancellor’s Office for a system of amounts. For example, K-12 SWP selection technical assistance to support both CTEIG and committees may deny applications that they K-12 SWP. Specifically, each K-12 SWP region has determine do not align with regional workforce a K-14 technical assistance provider that, among needs, or may award a lower amount of other responsibilities, serves as a liaison between funding based on various factors including the consortia and CDE and convenes grantees to the proposed scope of the work plan and share best practices. In addition, there are 72 K-12 the committee’s responsibility to ensure pathway coordinators across the eight regions that, a portfolio of awards that best meets the among other things, facilitate collaboration between needs of the region’s economy. Under CTEIG, grantees and industry. applicants are scored primarily on a holistic Other Ongoing CTE Programs review of their CTE programs and how well California Partnership Academies. The state they meet the minimum eligibility standards. provides $21 million ongoing to high schools to Base grant amounts are determined by a operate small learning communities that integrate grantee’s student attendance, and CDE does a career theme with academic education in not award less to individual grantees based on grades 10 through 12. Grantees must meet certain other factors. 6 LEGISLATIVE ANALYST’S OFFICE AN LAO REPORT requirements, such as provide a local match from also funds two high schools that are affiliated with the district and business partners from direct the CSU system. (This includes an arts-themed and/or in-kind supports, offer an internship or work high school affiliated with CSU Los Angeles and a experience for students, and establish a common math- and science-themed high school affiliated planning period for academy teachers. Currently, with CSU Dominguez Hills.) Of the total provided, the state funds over 300 programs across the $3.4 million is awarded in competitive grants as state. Grant amounts are based on the number “seed” funding for the development of specialized of students served, up to a maximum grant of instruction and $1.5 million supports the state’s two $81,000 per program. SSP-funded high schools. The SSP seed funding CTE Initiative (Career Pathways Program). is distributed in four-year grant cycles. School The state provides $15 million ongoing for districts initially apply for a one-year planning funding intended to improve linkages between grant. Applicants then reapply for three-year CTE programs at schools, community colleges, implementation grants. Funds are permitted to universities, and local businesses. The state has cover various costs, including equipment and funded a variety of projects with this funding, supplies, instructor and staff compensation, and including additional partnership academies, teacher release time to develop curriculum. After online curriculum and resources for CTE courses the grant cycle is complete, recipients are ineligible (CTE Online) administered by Butte COE, a virtual to reapply for SSP grants. platform for career exploration and counseling Recent One-Time Spending on CTE (California Career Center) administered by Since 2021, the state has provided a total of the San Joaquin COE, and various grants for $950 million ($700 million Proposition 98 General CTE-related professional development. Fund and $250 million non-Proposition 98 General Agricultural CTE Incentive Grant. The state Fund) for various one-time CTE initiatives. These provides $6.1 million ongoing directly to schools to funds are intended to provided start-up funding improve the quality of their agricultural vocational to develop and establish new CTE pathways and education programs. To qualify, programs must programs locally. offer three instructional components: classroom instruction, a supervised agricultural experience Golden State Pathways Program. The state provided $500 million for a competitive grant program, and student leadership development program intended to improve college and career opportunities. In addition, grantees must provide readiness. Specifically, the program is intended matching funds. To receive a grant renewal, high to increase the number of CTE-aligned pathways schools must agree to be evaluated annually on for high-wage, high-demand jobs that incorporate 12 program quality indicators (such as curriculum A-G course requirements and/or provide students and instruction requirements, leadership with an opportunity to earn college credits. development, industry involvement, career Grantees are expected to collaborate with guidance, and accountability). As part of this employers and institutions of higher education process, six regional supervisors conduct on-site to develop these pathways. Of the total amount reviews and provide ongoing technical assistance provided, $425 million is for implementation grants to grantees. In 2024-25, CDE awarded grants to to support grantees to collaborate with their 232 school districts. Funds typically are used by program partners. Up to $50 million is for regional grant recipients for instructional equipment and consortium development and planning grants (for supplies. Other allowable uses of the funds include grantees to collaboratively plan with their program paying for field trips and student conferences. partners). As of February 2025, CDE has awarded Specialized Secondary Programs (SSP). 367 implementation grants totaling $374 million, The state provides $4.9 million ongoing for SSP 149 planning grants totaling $30 million, and to encourage high schools to create curriculum 20 consortium grants totaling $19 million. Grant and pilot programs in specialized fields, such as recipients are required to annually report a variety of technology and the performing arts. The program outcome data disaggregated by student subgroups. www.lao.ca.gov 7 AN LAO REPORT An evaluation of the program is required to be to earn a diploma and up to two years of college completed by June 30, 2028. CDE was also given credit by graduation.) The remaining $100 million authority to use up to $25 million to establish a was available for grants of up to $100,000 to system of technical assistance. CDE selected Tulare establish CCAP agreements. As of February 2025, COE as the lead technical assistance provider, and CDE has awarded 185 grants for middle college selected eight COEs to serve as regional technical and early college high schools, totaling $46 million, assistance centers. and awarded 877 grants for CCAP agreements K-16 Education Collaboratives. The totaling $88 million. The grant program requires 2021-22 budget package provided $250 million CDE to provide two programmatic reports, one non-Proposition 98 General Fund to the by June 30, 2024 and the other by June 30, 2027. Department of General Services for a competitive These reports must include the number of grants grant program to support regional collaboratives. awarded, a qualitative description of how the Each collaborative must include at least one funding was used, and various participation and school district, community college district, CSU outcome data for students participating in dual campus, and UC campus. To receive grants, enrollment programs. collaboratives must commit to creating new Federal Funding intersegmental academic pathways in at least two of the following occupational areas: health Perkins V Funding. The federal government provides roughly $1.4 billion in ongoing funding care, education, business management, and to states and discretionary grantees for high engineering/computing. Grant recipients must also school and postsecondary CTE programs. The adopt at least four of seven identified educational Strengthening Career and Technical Education for best practices, establish a steering committee the 21st Century Act (Perkins V) was signed into that includes local employers, participate in the law in July 2018, reauthorizing the federal Perkins state’s Cradle-to-Career longitudinal data system Career and Technical Education Act. To receive (currently in development), and participate in a funding, a state must submit a plan to the Secretary statewide evaluation of the collaboratives. Grants of Education that outlines the state’s approach were awarded to 13 collaboratives across the state, to CTE and confirms that the state complies with totaling $243 million. The remaining funds were certain federal regulations. For example, states encumbered for administrative costs. must ensure CTE programs are aligned with math Dual Enrollment. In 2022-23, the state provided and English language arts standards, agree to $200 million for a competitive grant program aimed provide technical assistance to school districts, at increasing programs that provide high school and submit student outcome data (such as pathway students with access to college level courses. Of completion). Of the $142 million that California this amount, $100 million was available for grants received in 2024-25, $64 million was made available of up to $250,000 to plan and start up middle and to CDE to allocate directly to schools that serve early college high schools on K-12 school sites. high school students. The remaining funds were (Middle college high schools operate on community provided to postsecondary CTE programs and for college campuses and are targeted to students state-level activities. who are at risk of dropping out of high school. Early college high schools partner with a community college or public university that allows students 8 LEGISLATIVE ANALYST’S OFFICE AN LAO REPORT CTE DATA AND ACCOUNTABILITY In this section, we provide an overview of CTE Student Outcome Data data the state collects and how these data are used College and Career Indicator (CCI) Part of in the state’s accountability system. State’s Accountability System. As part of the state’s accountability system, school districts, Course Data charter schools, and COEs report various student State Collects Data on CTE Course Offerings outcome data to the state, which is then displayed and Enrollment. The state annually collects on a public website known as the California School information from school districts, COEs, and Dashboard. Under the state’s accountability charter schools on student-level enrollment and system, school districts, charter schools, and demographics, program and assessment data, COEs that have poor performance for one or more course enrollment, course completion, and staff student subgroups based on these indicators must assignments. This information is reported to CDE examine their root issues and access support through the state’s longitudinal data system, known to help them improve. The school dashboard as the California Longitudinal Pupil Achievement includes a variety of data, including standardized Data System (CALPADS). The course data that test scores, graduation rates, and suspension CDE collects reflects all courses taught at each rates. Another key indicator is the CCI, which schoolsite, and for each course includes information combines information about a student’s course such as the name of the course, subject area, completion and test scores to determine whether grade level, and whether the course meets A-G a student is prepared for college and career. requirements. For CTE courses, the course data include the associated Figure 3 CTE industry sector. Additionally, the information includes the number Share of CTE Courses Meeting A-G of students enrolled in each course, Requirements Has Significantly Increased as well as specified information on Share of Courses That Meet A-G Requirements the staff teaching the course. Increasing Share of Courses Industry Sector 2018-19 2023-24 Difference Meet A-G Requirements. Course Agriculture and Natural Resources 53% 72% 19% data from CDE show that total CTE Arts, Media, and Entertainment 71 77 6 course offerings have increased Building and Construction Trades 20 47 26 by 3 percent from 2018-19 to Business and Finance 38 69 31 Education, Child Development, and Family Services 32 59 27 2023-24. As Figure 3 shows, the Energy and Utilities 49 70 21 share of CTE courses that meet Engineering and Architecture 65 78 13 A-G requirements has increased Fashion and Interior Design 32 51 19 Health Science and Medical Technology 59 79 21 from 44 percent to 66 percent over Hospitality, Tourism, and Recreation 36 60 23 the same time period. Additionally, Information and Communication Technologies 45 69 24 the share of courses that meet A-G Manufacturing and Product Development 33 61 28 Marketing, Sales, and Service 40 65 25 requirements has increased in each Multiple Industry Sectors 5 16 11 of the 15 industry sectors, ranging Public Services 38 65 27 from a 6 percentage point increase Transportation 24 52 28 Totals 44% 66% 22% (Arts, Media, and Entertainment) CTE = career technical education. to a 31 percentage point increase (Business and Finance). www.lao.ca.gov 9 AN LAO REPORT As Figure 4 shows, students can Figure 4 demonstrate they are “prepared” or “approaching prepared” for college and Description of College and Career Indicator career in a variety of ways. Due to the Prepared suspension of various standardized High School Diploma and Any One of the Following Measures: tests during the COVID-19 pandemic, • Completed a CTE pathway and (1) met standards on state tests in either English or the CCI was not available from 2020 math and nearly met standard in the other subject or (2) completed one semester of dual enrollment in college-level coursework (CTE or academic). through 2022. • Met standards on state tests in both English and math. Share of High School Graduates Deemed Prepared or Approaching • Completed two semesters of dual enrollment in college-level coursework (CTE or academic). Prepared Has Slightly Improved. • Passed two Advanced Placement or two International Baccalaureate exams. In 2023-24, 45 percent of the state’s high school graduates were deemed • Completed all courses required for admission to UC and CSU and (1) completed a CTE pathway, (2) met standards on state tests in either English or math and nearly prepared, 18 percent were approaching met standards in the other subject, (3) completed one semester of dual enrollment, or prepared, and 37 percent were not (4) passed one Advanced Placement or International Baccalaureate exam. prepared. As Figure 5 shows, the Approaching Prepared share of graduates who were deemed High School Diploma and Any One of the Following Measures: prepared or approaching prepared • Completed a CTE pathway. increased by almost 2 percentage • Nearly met standards on state tests in both English and math. points from 2018-19. The rates of • Completed one semester of dual enrollment in college-level coursework (CTE or preparation can vary substantially by academic). school and by student subgroup. For • Completed all courses required for admission to UC and CSU. example, in 2023-24, only 37 percent Not Prepared of socioeconomically disadvantaged No High School Diploma or High School Diploma but No Measures Met high school graduates were deemed CTE = career technical education. prepared. Additionally, the share of graduates who are deemed prepared are far below the state average for homeless Figure 5 students (22 percent), foster youth (13 percent), and Share of Graduates Deemed Prepared students with disabilities (14 percent). for College and Career Slightly Improved Multiple Programs Require CTE Completer Data. Perkins V established new CTE performance indicators and modified federal reporting requirements related to CTE completers—students Not Prepared 38.8% 36.9% who have completed a sequence of courses in a CTE pathway totaling 300 hours, including a App P ro re a p c a h r in e g d 17.1% 17.8% capstone course. All school districts, charter schools, and COEs operating CTE programs are required by federal law to submit postsecondary Prepared 44.1% 45.3% status data for their CTE completers, regardless of whether they received Perkins V funding. CTE 2018-19 2023-24 completer data are collected through a survey of students developed by CDE. Data are submitted to the state through CALPADS and are included by CDE in statutorily required CTE reports. According to these data, 18 percent of graduating high school students in 2021-22 completed a CTE pathway, while about 70 percent completed at least one CTE course. 10 LEGISLATIVE ANALYST’S OFFICE AN LAO REPORT ISSUES FOR LEGISLATIVE CONSIDERATION In this section, we raise three questions for the However, relying on categorical programs Legislature to consider in evaluating its approach to rather than providing more general purpose K-12 CTE issues. funding through LCFF is less flexible and more How Should the Legislature Monitor Progress administratively burdensome for school districts. on CTE-Related Goals? Through the school School districts must regularly apply for categorical dashboard, the state can monitor the share of high funding and comply with various reporting school graduates who are prepared for college requirements. In particular, the two major CTE and career. The CCI can be a useful tool to assess programs have a substantial administrative burden overall progress on this goal, as it concisely because districts must apply annually for funding. summarizes several outcome measures into one Moreover, focusing the state’s oversight on how understandable metric. However, some of the data categorical funds are spent results in less attention incorporated into the measure, such as completion on the outcomes the programs are intended of A-G courses, are not related to CTE. Moreover, to achieve. the CCI provides a high-level summary of progress, What Are the Benefits of Having Multiple but monitoring progress on more specific CTE Categorical Programs? If the Legislature wants outcomes—such as the share of students who to maintain CTE categorical funding, it may want to graduate having completed a CTE pathway—can consider whether having multiple CTE categorical be more challenging to monitor. The state currently programs is an effective way to make progress on collects data on several of these measures through key CTE goals. The state’s existing programs have the CCI or through other means, such as the different requirements that align with different CTE survey of CTE completers, but these outcomes goals. For example, the K-12 SWP is connected to are not always publicly available. In the case of regional workforce demand, while the California other CTE objectives, such as career exploration, Partnership Academies provide specific funding the state does not collect any specific outcome to integrate CTE into core academic coursework. data. To the extent the Legislature wants to more Creating distinct categorical programs ensures closely monitor specific CTE outcomes, it could that some amount of funding is set aside for a require that more detailed information be publicly particular priority, but provides districts with less reported. It also could require the collection of flexibility to determine the best approach for their additional data that would help it monitor progress specific students. Moreover, several programs on key objectives. have very similar or overlapping requirements. Is Categorical Funding an Effective Way to For example, both K-12 SWP and CTEIG require Achieve the Legislature’s Key Goals? Unlike districts to work with regional higher education other areas in K-12 education, such as professional partners and align their programs with local labor development and instructional materials, the market demands (though the exact requirements state has largely retained its categorical funding somewhat differ). If the Legislature is interested in structure for CTE after the enactment of LCFF. modifying its current approach, it could consider The Legislature may want to consider whether consolidating programs and setting a uniform set of this approach has been effective in helping the requirements. Alternatively, it could explore options state make progress on its key goals. Funding to further distinguish programs so they each serve a CTE through restricted categorical grants provides distinct purpose. some assurance that school districts will spend a certain level of funding on CTE programs, and the programs’ matching requirements can encourage districts to increase their total CTE spending. www.lao.ca.gov 11 AN LAO REPORT CONCLUSION K-12 CTE programs have a variety of benefits for of outcome data related to CTE participation and students and for the state. CTE courses can help completion. This includes the use of CCI—which students gain exposure to different occupations, tracks progress on how well students are being prepare high school students for careers after prepared for college and career—within the state’s graduation and provide students with specialized accountability system. As the Legislature considers coursework that prepares them for matriculation possible changes to CTE in response to the into higher education. Additionally, robust CTE Governor’s Master Plan on Career Education, it may course offerings can help the state develop a want to consider actions it could take to ensure that skilled labor force to meet industry demands. the state’s goals related to CTE are being met. The The state has enacted a variety of programs Legislature may also want to consider how the state intended to give students more opportunities to can best allocate funding to support CTE programs explore career options and complete CTE pathways and how existing data can be leveraged to better that prepare them for entering the workforce or track student outcomes related to CTE. higher education. The state also collects a variety LAO PUBLICATIONS This report was prepared by Michael Alferes, and reviewed by Edgar Cabral and Ross Brown. The Legislative Analyst’s Office (LAO) is a nonpartisan office that provides fiscal and policy information and advice to the Legislature. To request publications call (916) 445-4656. This report and others, as well as an e-mail subscription service, are available on the LAO’s website at www.lao.ca.gov. The LAO is located at 925 L Street, Suite 1000, Sacramento, California 95814. 12 LEGISLATIVE ANALYST’S OFFICE