Career and Technical Education (CTE) prepares students for life beyond high school by providing practical labor skills, workforce credentials, and early post-secondary credits. States are required to report the number of CTE concentrators to receive federal Perkins funding, but systems of identifying students as concentrators vary among states. We analyzed two distinct concentrator identification strategies, one based on local education agency administrator reporting and another universal screening system using transcript data. Analyses revealed moderate amounts of mismeasurement in concentration status and modest amounts of systematic mismeasurement penalizing students who qualify for free or reduced-price lunch, English language services, and special education services.
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