Area CTE schools provide career/technical education (CTE) part-time to students who receive all or most of their academic instruction at their home high school.
Career academy is a school-within-a-school model in which the curriculumis organized around one or more broad career areas.
Career/technical education (CTE) in high school encompasses non-occupational CTE, which includes family and consumer sciences education (i.e., courses that prepare students for roles outside the paid labor market) and general labor market preparation (i.e., courses that teach general employment skills such as word processing and introductory technology skills); and occupational education, which teaches skills required in specific occupations or occupational clusters.
Credit is a standardized measure used to provide a consistent measure of coursetaking from the student transcript data collected in the High School Transcript Study (HSTS). In the HSTS, a credit is equivalent to one Carnegie unit, which is awarded for a class that meets for one period per day for the entire school year, or the equivalent instructional time. It is possible for students to earn less than one Carnegie unit if a class meets less than one period per day for the entire school year.
Enrichment/other credits include credits earned in general skills (e.g., study dynamics, tutorials, service learning); health, physical, and recreational education; religion and theology; and military science.
Occupational area and occupational concentrator are related terms. For data prior to 2005, the occupational education component of the career/technical education curriculum is organized into the following 10 (or 18 disaggregated) occupational areas: agriculture; business (business management, business service); childcare and education; food service and hospitality; health care; marketing and distribution; personal and other services; protective services; technology and communications (communications technology, computer technology, other technology); and trade and industry (construction, mechanics and repair, materials production, print production, other precision production, transportation). For data from 2005 on, occupational education is organized into the following 11 (or 20 disaggregated) occupational areas: agriculture and natural resources; business (business finance, business management, business support); communications and design; computer and information sciences; construction and architecture (architecture, construction); consumer and culinary services (consumer services, culinary arts); engineering technologies; health sciences; manufacturing, repair, and transportation (manufacturing, mechanics and repair, transportation); marketing; and public services (education, library science, protective services, public administration and legal services). The occupational areas used prior to the 2005 data were based on the 1998 Secondary School Taxonomy (SST); the occupational areas used with more recent data were based on the 2007 SST revision. An occupational concentrator is a student who earns a minimum number of credits within a specific area of occupational education. For data prior to 2005, a concentrator is defined as a student who earns 3.0 or more credits in at least one of the 10 broad occupational areas listed above. For data from 2005 on, two definitions of concentrator are used: A student who earns 2.0 or more credits, and a student who earns 3.0 or more credits, in at least one of the 11 broad occupational areas listed above. The new concentrator definitions are designed to better align with the current CTE curriculum, and to provide more flexibility in analysis of student participation in the CTE curriculum.
Occupational programs consist of one or more courses in the occupational areas defined above. In the Education Longitudinal Study of 2002 (ELS:2002), school administrators reported on occupational programs in the following areas: agriculture; business; childcare and education; communications technology; computer technology; other technology; construction; food service and hospitality; health care; marketing; mechanics and repair; personal services; precision production, public and protective services; transportation; and other (unspecified) occupational programs.
Professional license is defined by responses to the following question in the National Education Longitudinal Study, Fourth Follow-up (NELS:88/2000), "Have you received a professional license or professional credential since leaving high school? For example, these might be a real estate or cosmetology license, teacher's certificate or networking engineering credential. Do not consider certificates provided for the completion of academic programs at postsecondary schools."
Work-based learning learning provides supervised learning activities for students that occur in paid or unpaid workplace assignments, and for which course credit is awarded.