Located in:
b. 7. C. Ensure That Students Who Participate in Career and Technical Education Programs Are Taught to the Same Challenging Academic Proficiencies as Taught to All Other Students. (section 122(c)(7)(a)- (c))
Current Narrative:
Secondary: Throughout the implementation of Perkins III, professional development activities were conducted that promoted the identification of, and teaching to, academic competencies embedded within secondary career and technical education programs. Minnesota has adopted state standards at the high school level in core academic subjects as defined under the Elementary and Secondary Education Act as follows:
- Language Arts - state standards established for grades 9-12 and state assessments established in reading and writing.
- Mathematics - state standards established for grades 9-12 and state assessments.
- Arts - state recommended standards established or districts may develop their own standards; assessments determined locally.
- Science - state standards established for grades 9-12 and state assessment under development.
- Social studies - state standards established for grades 9-12; assessments determined locally.
- Health and physical education - locally determined standards and assessments.
- World languages - locally determined standards and assessments.
Each district is required by statute to offer courses in career and technical education and to develop local standards and assessments. Curriculum frameworks have been developed to assist districts to determine appropriate standards and assessments, and to align coursework in career and technical education with state and local standards in academic subjects.
Documents have been prepared to guide districts as they incorporate instruction in all aspects of industry into career and technical education programming. Professional development activities have been conducted throughout the state for teachers and career and technical administrators on all aspects of industry, and all aspects must be incorporated as an element in each annual local Perkins plan.
Minnesota has adopted a policy of a single diploma (no certificates of attendance or alternative diplomas reflecting separate standards) and sets in statute both credit requirements and standards expectations for all students. A limited number of students with the most severe disabilities may receive diplomas based on meeting criteria of their individual educational programs (IEPs) - all other students are taught to the same academic standards and expectations.
Postsecondary: See the discussion above on the Minnesota Transfer Curriculum in (5) above.