Located in:
b. 2. L. How the State Will Report on the Integration of Coherent and Rigorous Content Aligned with Challenging Academic Standards in Career and Technical Education Programs in Order to Adequately Evaluate the Extent of Such Integration. (section 122(c)(1)(a)-(l))
Current Narrative:
Secondary
As part of the secondary CTE program approval process, Minnesota requires districts to submit curriculum outlines to the state. It is an expectation that these outlines identify how academic standards are met or supported through participation in CTE programs. Additionally, the Minnesota Department of Education works closely with teacher professional organizations in each CTE field to promote effective practices that focus on the attainment of academic and technical skills. Each district annual report of performance will identify the number and percentage of CTE concentrators within the consortium who met or exceeded academic and technical skill standards.
The Department of Education is working with its information technology staff to develop the means to post annual secondary performance reports for each Perkins consortium for all core indicators on its web site, ensuring that information is not presented in such a way that individual students could be identified.
Postsecondary
Minnesota has established a separate policy (http://www.minnstate.edu/board/policy/337.html) for general education courses reflecting competencies adopted by the public higher education entities in Minnesota. The 1994 "Minnesota Transfer Curriculum Agreement" is a document developed by faculty representatives of Minnesota public colleges and universities outlining the conditions by which students transfer their completed general education work at one public college or university to meet lower division general or liberal education requirements at any public college or university in Minnesota. The agreement was signed by the chief executive officers of the existing public higher education systems in 1994. The agreement identifies ten areas of emphasis and goals and student competencies in each area of emphasis. The ten "goal areas" refer to the areas of emphasis identified in the Minnesota Transfer Curriculum Agreement: 1) Communication, 2) Critical Thinking, 3) Natural Sciences, 4) Mathematical and Logical Reasoning, 5) History, Social and Behavioral Sciences, 6) Humanities and Fine Arts, 7) Human Diversity, 8) Global Perspective, 9) Civic and Ethical Responsibility, and 10) People and the Environment.
Colleges and universities within the Minnesota State Colleges and Universities system have policies and procedures with regard to the development, approval and management of academic programs to meet Minnesota’s educational needs (see above discussion regarding the academic programs policy and procedure). The Minnesota Transfer Curriculum policy and procedure has been developed in such a manner that they are consistent with academic programs policy and procedure. Unlike the undergraduate course credit transfer policy and procedure (see above) where the receiving institution determines criteria for accepting credit, each receiving system college and university shall accept a Minnesota Transfer Curriculum course, goal area, or the entire curriculum as determined and documented by the sending system college or university. Each system college and university shall publish its Minnesota Transfer Curriculum requirements and policies. A corresponding procedure must be developed to implement the Minnesota Transfer Curriculum policy (http://www.minnstate.edu/board/procedure/337pl.html).