oregon cte participation explorer dashboard
the oregon career and technical education (cte) participation explorer dashboard provides participation and concentration rates of high school students in cte programs of study, both at the state level and by cte consortium and school district, from academic years 2015/16 to 2021/22. the dashboard uses both the perkins iv and perkins v definitions of cte concentration (see the term definitions section for more information).
cte program providers and educators who teach or support cte courses can use this dashboard to support data inquiry related to comprehensive local needs assessments (clnas) and program improvement practices.
- annual participation tab: provides a snapshot of cte participation and concentration for all high school students in a selected year.
- cohort participation tab: shows the cumulative cte participation and retention rates for graduation cohorts of students.
- equity analysis tab: shows participation and retention rates for different student groups organized in a way to help you spot equities and inequities.
dashboard notes
this dashboard is based on analyses performed for the report career and technical education in oregon: exploring who participates in high school and the outcomes they achieve, which has an accompanying infographic.
download the supplemental document on this dashboard that provides frequently asked questions, term definitions, business rules used in the analysis, and data sources.
term definitions & faqs
highest earned cte participation categories
used on the annual participation tab
all cte participation categories are based on high school credits earned. courses in which a student enrolls but fails to earn credit do not count toward cte participation status. cte participation categories are based on cumulative high school credits earned by the end of the selected school year. students never lose or "go backwards" in cte participation status, and transfer students carry their cte participation status with them to their new school/district. these categories are mutually exclusive.
- participant who did not concentrate: a student who has earned at least 0.5 but less than 1.0 credit in a single state-approved cte program of study.
- perkins iv concentrator who did not reach perkins v: a student who has earned at least 1.0 but less than 2.0 credits in a single state-approved cte program of study.
- perkins v concentrator: a student who has earned 2.0 or more credits in a single cte program. this is closely aligned to oregon's perkins v concentrator definition.
student group definitions: annual participation
used on the used on the annual participation tab
the analysis on this tab includes all students in grades 9–12 who were enrolled in the selected school year.
english language learner (ell) status
- never ell: student was not classified as an english learner during or prior to the selected school year.
- former ell: student was classified as an english learner at any point prior to the selected school year but not during the selected school year.
- current ell: student was classified as an english learner during the selected school year.
free or reduced-price lunch (frpl) status
- non-frpl: student never has an indicator of frpl eligibility prior to the 2019/20 academic year* in any grade level at an oregon public school.
- frpl: student has an indicator of frpl eligibility prior to the 2019/20 academic year* in any grade level at an oregon public school.
*note: in some schools and districts, all students are classified as eligible for free or reduced-price lunch (regardless of financial need) based on the community eligibility provision (cep). due to an increase in schools and districts qualifying under the cep during the 2019/20 through 2021/22 academic years, student-level frpl data from these years are not included in the calculation of whether a student was ever eligible for frpl. more information about this program, including a list of participating schools and districts, is available on the ode website. please contact sam riggs and kristidel mcgregor with any questions about the program and the data presented in this dashboard.
gender
- gender values reflect what was reported to ode during the selected school year and may change over time for an individual student.
individualized education program (iep) status
- does not have an iep: student did not have an iep in the selected school year.
- has an iep: student had an iep in the selected school year.
race/ethnicity
- race/ethnicity values reflect what was reported to ode during the selected school year and may change over time for an individual student.
cte participation categories
used on on the cohort participation and equity analysis tabs
all cte participation categories are based on high school credits earned. courses in which a student enrolls but fails to earn credit do not count toward cte participation status. cte participation categories are based on cumulative high school credits earned. thus, a participation category earned by a student is retained over time and through transfers: students never lose or "go backwards" in cte participation status, and transfer students carry their cte participation status with them to their new school/district.
participant: a student who has earned 0.5 or more credits in a single cte program.
perkins iv concentrator: a student who has earned 1.0 or more credits in a single state-approved cte program of study. this is closely aligned to oregon’s definition of a perkins iv concentrator. all perkins iv concentrators are also participants.
- oregon’s definition of a perkins iv concentrator was: any secondary student who has earned one (1) or more credits in a technical skill course(s) as part of an oregon state-approved cte program, of which at least one-half (0.5) credit must be designated as a “required” cte course for program completion.
- because the “required” course flag was not reliably available in the historical data, it is not applied here. for the purposes of this dashboard, all credits from courses in state-approved programs were used.
perkins v concentrator: a student who has earned 2.0 or more credits in a single state-approved cte program of study. this is closely aligned to oregon’s definition of a perkins v concentrator. all perkins v concentrators are also perkins iv concentrators.
- oregon’s definition of a perkins v concentrator is: a secondary cte concentrator is a student who earns at least two credits in a single cte program of study. one of those credits must be earned through a course or courses identified as intermediate or advanced.
- because the “intermediate or advanced” course flag was not defined and thus is not available in the historical data, it is not applied here. for the purposes of this dashboard, all credits from courses in state-approved programs were used. this also keeps the definition more consistent with the perkins iv concentrator definition used in this dashboard, ensuring that the categories are cumulative (i.e., does not allow a student to be considered a perkins v concentrator but not a perkins iv concentrator).
student group definitions: cohort participation and equity analysis
used on the cohort participation and equity analysis tabs
the analysis on these tabs includes all students who graduated in the selected school year.
english language learner (ell) status
- never ell: student was not classified as an english learner in grades k–12.
- former ell: student was classified as an english learner at any point in grades k-8 but not in grades 9–12.
- current ell (9–12): student was classified as an english learner at any point in grades 9–12.
free or reduced-price lunch (frpl) status
- never frpl in hs: student never has an indicator of frpl eligibility prior to the 2019/20 academic year* in any grade level at an oregon public school.
- ever frpl in hs: student has an indicator of frpl eligibility prior to the 2019/20 academic year* in any grade level at an oregon public school.
*note: in some schools and districts, all students are classified as eligible for free or reduced-price lunch (regardless of financial need) based on the community eligibility provision (cep). due to an increase in schools and districts qualifying under the cep during the 2019/20 through 2021/22 academic years, student-level frpl data from these years are not included in the calculation of whether a student was ever eligible for frpl. more information about this program, including a list of participating schools and districts, is available on the ode website. please contact sam riggs and kristidel mcgregor with any questions about the program and the data presented in this dashboard.
gender
- gender values reflect what was last reported to ode and may differ from values reported for the same student on the "annual participation" tab.
individualized education program (iep) status
- did not have an iep in hs: student did not have an iep in grades 9–12.
- had an iep in hs: student had an iep at any point in grades 9–12.
race/ethnicity
- race/ethnicity values reflect what was last reported to ode and may differ from values reported for the same student on the "annual participation" tab.
frequently asked questions
why is there missing data for my region/district for certain years and/or student groups?
to protect student privacy, analyses on groups fewer than 10 are suppressed. complementary suppression on other groups is also used as necessary to prevent back-calculation.
tip: if your district/region is small, select the "combined years" on the cohort participation and equity analysis tabs. this pools multiple years of student data, and often the ns are large enough to be shown.
why do some views show a combined gender category “female (f) or non-binary (x)” instead of separating female (f) and non-binary (x) categories?
in the 2018/19 school year, ode implemented a new gender code in student and staff data collections that provides non-binary, intersex, and gender-fluid individuals with an option to identify their gender as non-binary. in some cte consortia and school districts, the size of this group is fewer than 10 and would have to be suppressed from these data tables along with one other gender category (complementary suppression). in order to reduce the amount of suppression, for these cases, female (f) or non-binary (x) students are included in a combined category. when suppression is not necessary for student safety and data concerns, we intentionally separate all gender categories in order to honor the distinct experiences of non-binary, female, and male students.
some totals do not add up to 100 percent. why?
student group or learning area totals may not sum to the grand total due to missing/unknown values and/or rounding. all percentages displayed are rounded to the nearest percent.
why are there districts missing on the map of oregon on the overview tab and/or from the list of districts on the annual participation, cohort participation, and equity analysis tabs?
data for that district may be suppressed (see missing data faq) or may not exist. this is the case for districts that do not serve grades 9–12 (elementary districts that are pk or k–5 or 8).
which students are included in each graduation cohort used on the cohort participation and equity analysis tabs?
the graduation cohort for a selected year includes all students who graduated high school, with a regular or modified diploma, in that year. students who dropped out, aged out, or transferred are not included in the cohort analyses.
specifically, these are not the cohorts used to calculate the adjusted cohort graduation rate (acgr), which is determined by the year a student enters high school. the cohorts used for these analyses include on-time graduates (four years or less) and extended graduates (more than four years).
are students counted more than once if they participated in more than one cte program of study (i.e., duplicated counts)?
the calculation of each distinct rate on the dashboard uses unduplicated counts of students. however, students may be represented in more than one distinct rate across different learning areas. specifically:
- if a student participated in multiple programs in different areas, they will be counted as a participant one time within each area.
- if a student participated in multiple programs in the same area, the participation category reflects the highest achieved by a student across all programs with the area.
- totals combined across all areas are unduplicated counts of students, and the participation category reflects the highest achieved by a student across all learning areas.
what is the n (or the denominator) used for a given percentage?
the size of each student group varies across the dashboard, depending on the filters set. the ns for any given percentage are in the "tooltip" for that data point.
tip: hover over data points for more information (including ns and interpretations in full sentences).
what are the six cte learning areas?
oregon cte programs are offered in six learning areas: agriculture, food, and natural resources systems; arts, information and communications; business and management; health sciences; human resources; and industrial and engineering systems. more information about the leaning areas is available on the ode website.
why don’t i see data for students who were never eligible for free or reduced-price lunch in my entity?
in some schools and districts, all students are classified as eligible for free or reduced-price lunch (regardless of financial need) based on the community eligibility provision (cep). more information about this program, including a list of participating schools and districts, is available on the ode website. please contact sam riggs and kristidel mcgregor with any questions about the program and the data presented in this dashboard.