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Career & Technical Education

Career & Technical Education Standards & Benchmarks

Career & Technical Education Standards and Benchmarks

Career and technical education historically has met the needs of business and industry through competency-based education grounded upon skills identified as essential in the workplace. Iowa code has identified broad content areas. These areas include:

Agriculture
Business and Information Technology
Family and Consumer Sciences
Industrial Technology
Health Occupations
Marketing

State legislation passed in 1992 (SF 449) required vocational programs be competency based and that minimum competencies be identified at the state level. The process for developing competencies is established by sub-rule 281.46.7 (1) in the administrative rules and regulations. Local school districts and community colleges may elect to develop competencies in lieu of the state minimum competencies. A school district is provided the option of utilizing minimum competencies developed through a structured group interview process, involving a technical committee composed of incumbent workers within an occupational cluster of a service area. The law further requires that the competencies be revalidated periodically. Iowa Code, chapter 258.4 (8) also requires that the program sequence addresses the following: new and emerging technologies, job-seeking, job-keeping, and other employment skills, including self-employment and entrepreneurial skills, that reflect current industry standards, leadership skills, entrepreneurial, and labor-market needs; and the strengthening of basic academic skills. The Carl D. Perkins Technical and Vocational Act of 1998 requires that programs eligible for federal funds include competency-based instruction, applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills and occupational-specific skills of an individual. Since the passage of SF 449, another major legislative initiative, HF 2272, has further shaped the model framework. School improvement focuses upon district identified and adopted standards and benchmarks. For a complete overview of standards and benchmarks, please click the following link:

Introduction to Content Standards and Benchmarks

icon Introduction to Content Standards and Benchmarks

State Models

Agricultural Education

Agricultural Education Standards & Benchmarks

Business, Finance and Information Technology

Business and Administration Model Standards and Benchmarks
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Business and Administration Model Critical Competencies
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Business and Information Technology Standards & Benchmarks

Note: Model Business and Administration Assessments correlated to the Critical Standards, Benchmarks, and Performance Indicators may be obtained by contacting: Kelli Diemer, Iowa Department of Education.

Finance Model Standards and Benchmarks
Finance Model Critical Competencies
Finance - Standards & Benchmarks 2001