Why is this important?
Understanding how accountability and funding work in CTE is vital to developing an awareness of the components involved in the success and sustainability of a program of study as well as the CTE factors that impact school accountability ratings.
CTE Funding Eligibility: Contact Hours
CTE funding is based on the course service ID and the days the student was eligible, present, and enrolled in a CTE course. In order to receive funding a student must be present and average of:
45-89 minutes per day for a 1 hour course (V1)
90-134 minutes per day for a 2 hour course (V2)
135-180+ minutes per day for a 3 hour course (V3)
To learn more, please read the 2022-2023 Student Attendance Accounting Handbook (SAAH)
Weighted Funding: House Bill (HB) 1525
Beginning with the 2021-2022 school year, for each full-time equivalent student in average daily attendance in an approved CTE program in grades 7 through 12, a LEA is entitled to weighted funding as follows:
1.1 for CTE courses not in an approved Program of Study
1.28 for levels one and two CTE courses in an approved Program of Study as identified by TEA
1.47 for levels three and four CTE courses in an approved Program of Study as identified by TEA
Full Time Equivalent (FTE)
A full time equivalent refers to the unit of measurement for a student school day and is used to calculate CTE funding.
Student in 1 hour class for 180 days = 1/6 or .167 FTE
Student in 2 hour class for 180 days = 1/3 or .333 FTE
Student in 3 hour class for 180 days = 1/2 or .5 FTE
Number of 1 hour students attending 180 days X .167:
Number of 2 hour students attending 180 days X .33 :
Number of 3 hour students attending 180 days X .5:
Basic Allotment
The basic allotment is the legislatively mandated apportionment of funds from the general revenue funds that goes to each school district to provide a basic level of education for the district's residents.
Estimated adjusted basic allotment for 2022-2023: $6,160
How to Calculate Your Funding
FTEs X Course Weighted Multiplier X Adjusted Basic Allotment
Of the total program funding, 55% must be spent on CTE. The remaining 45% is spent by the district according to need.
Example:
Program Enrollment:
Levels 1 and 2 (1 hour courses): 60 students
FTEs = 60 x 0.167 = 10.02
10.02 x 1.28 x 6,160 = $79,005.70
Levels 3 and 4 (2 hour courses): 40 students
FTEs = 40 x 0.333 = 13.32
13.32 x 1.47 x 6,160 = $120,615.26
Total Program Funding
$79,005.70 + $120,615.26 = $199,620.96
This assumes perfect attendance, so we will multiply by 0.95 to account for absences.
$199,620.96 x 0.95 = $189,639.92
Only 55% of the total funding is allocated for CTE, so we will multiply by 55%.
$189,639.92 x 0.55 = $104,301.96 Total Program Funding Allocated for CTE
Strengthening Career and Technical Education for the 21st Century Act (Perkins V)
On July 31, 2018, the president signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into Law.
Perkins V Key Areas of Focus
Align CTE programs with high-wage, in-demand, and high skill occupations in Texas
Provide funding and opportunities for students to earn credentials (industry-based certifications, level I and II certificates, associate and bachelor’s degrees)
Reduce the burden of CTE reporting structures at the district level
Provide opportunities for work-based learning in rural, suburban, and urban settings
Construct, support and promote meaningful and effective CTE cross sector collaboration in Texas across secondary, postsecondary and the workforce.
Ensure equitable access to postsecondary CTE programs and credentials through multiple on and off-ramps for all students, with particular attention to Perkins special populations.
In Texas, programs of study (POS) became fully effective August, 2020 allowing school districts and charter schools to meet Perkins V program requirements.
Program of Study Elements
Coordinated, non-duplicative sequence of academic and technical content
Courses that progress in content specificity
Addresses academic and technical knowledge, as well as employability skills
Multiple "entry and exit points" that allow for credentialing
Alignment to the needs of the state, region, Tribal community, or local area
Culminates in the attainment of a recognized postsecondary credential
Accountability for Results
The TEA has developed an auto-coding process that will calculate student participation in CTE programs as participants, explorers, concentrators, or completers, based on course completion (see the infographic below).
Over the next four years, the Texas Education Agency will phase-in changes to how schools get accountability credit for College, Career, and Military Readiness. More specifically, schools will no longer be able to earn credits for students who simply attain an industry-based certification without completing an aligned program of study.
*See the "Phase-In Timeline" below for details.
The new standard for CCMR credit will require students to:
Earn an industry-based certification officially recognized on TEA's IBC List for Public School Accountability, and
Attain completer status in an aligned program of study.
Completer status: A student completing and passing three or more 19 TAC Chapter 126(c), 127(b), or 130 CTE courses for a total of four or more credits within a program of study, including one level 3 or level 4 course from within the same program of study.
