FY2027—FY2031
Agency overview
Our mission
We connect learners with hands-on education and training to prepare them for in-demand careers and high-quality jobs that strengthen our state’s workforce.
Our vision is to be:
- A premier opportunity for youth and adults to gain real-world, workforce-ready skills.
- A bridge linking classrooms, communities, and industries across Idaho.
- A seamless talent pipeline that meets Idaho’s workforce and economic needs.
- A champion for opportunity and access to high-skill, in-demand careers.
Guiding principles
| Principle | Definition |
|---|---|
| Alignment | All education and training systems—from middle school career exploration to adult workforce training—operate as a coordinated, seamless, and easy-to-access pathway. |
| Attainment | Idaho increases completion of high-value career technical education (CTE) credentials, degrees, and industry certifications by expanding access to industry-aligned programs in high-demand sectors. |
| Readiness | Learners complete their program prepared for employment through rigorous technical training, work-based learning, and meaningful employer partnerships. |
| Efficiency | Programs deliver strong returns on investment. |
| Fiduciary responsibility | Financial oversight and resource allocation reflect the interests of Idaho’s taxpayers, the Idaho Division of Career Technical Education’s (IDCTE) statutory authority, and the Idaho State Board of Education’s (SBOE) policy. |
| Local governance | Solutions respect local districts, colleges, and employer needs while advancing statewide priorities. |
Goal 1: Build a fully aligned education-to-workforce system
Unify education and workforce systems into a single, employer-driven talent pipeline that spans middle school through adult workforce training, with a special emphasis on upskilling and reskilling as technology and workforce demands evolve.
Objective A: Align CTE programs to industry standards and ensure program quality
Performance measure I: Percent of secondary programs reviewed annually and revalidated to meet current industry standards.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| 20% | 20% |
Benchmark based on revalidating program standards at least once every five years. Adoption of new technology may necessitate more frequent revalidation, depending on the significance of its impact on industry standards.
Performance measure II: Percent of technical college programs aligned with Idaho high-need occupational areas.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| >95% | >95% |
High-need is defined using the Idaho LAUNCH in-demand careers matrix. Benchmarks reflect our mission to meet Idaho’s workforce needs, while recognizing that labor market demands may shift faster than program updates.
Performance measure III: Number of distinct secondary programs reviewed and/or visited for program quality.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| 200 | 300 |
FY27 benchmark determined by averaging baseline data from FY23 and FY24; FY31 benchmark reflects a 50% increase over five years, an average of 10% per year.
Objective B: Ensure all local education agencies (LEAs) can offer CTE pathway programs
Performance measure I: Percent of eligible LEAs that offered a CTE course or program.
| Program type | Benchmark FY27 | Benchmark FY31 |
|---|---|---|
| Cluster | 62% | 65% |
| Pathway | 62% | 65% |
Eligible LEAs include school districts or public charter schools serving grades 7–12. Benchmarks apply a non-linear growth rate over the FY22–FY24 baseline.
Performance measure II: Increase in rural CTE pathway program availability, including pathway programs offered, dual credit participation, and work-based learning (WBL) options.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| TBD—pending baseline data | 20% increase |
Baseline to be established in FY27 using rural LEA designation. FY31 benchmark reflects a 20% increase over baseline.
Goal 2: Increase educational attainment through high-value CTE programs
Increase the number of Idaho residents who earn credentials that lead directly to employment in critical sectors through program expansion, educator pipeline development and support for adult learners.
Objective A: Expand high-demand CTE programs
Performance measure I: New or expanded high-demand programs approved and operating by FY2031.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| TBD—pending baseline data | 25 |
Contingent on funding stability.
Objective B: Increase CTE credential and degree attainment
Performance measure I: Percent of postsecondary concentrators who earned a recognized credential.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| 42.9% | TBD |
Postsecondary concentrators are students enrolled in a CTE program who have earned at least 12 credits or completed a program encompassing fewer than 12 credits. The FY27 benchmark is based on the federal Perkins state-determined performance level. The FY31 benchmark is unavailable due to the federal timeline.
Performance measure II: Percent of CTE capstone graduates who earned the Workforce Readiness and Career Technical Education Diploma.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| 85% | 90% |
Numbers are reported by LEAs and may include duplicate students enrolled in multiple pathways. Benchmarks are based on a non-linear growth model using trends from FY22–FY24.
Performance measure III: Increase in postsecondary credentials issued by Idaho technical colleges.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| TBD—pending baseline data | 20% increase |
Baseline to be established using FY26 data.
Goal 3: Strengthen workforce readiness through work-based learning and employer partnerships
Scale work-based learning, grow apprenticeship pathways, deepen employer integration and support learners in successfully transitioning to employment or further education.
Objective A: CTE students will successfully transition from secondary to postsecondary education and the workplace
Performance measure I: Number of students who participated in WBL or individualized occupational training courses in an approved program.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| 2,584 | 2,630 |
Benchmarks are based on a non-linear growth model using trends from FY22–FY24.
Performance measure II: Percent of secondary concentrators who went on to postsecondary education, also called the go-on rate.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| 35% | 40% |
Data sourced from the National Student Clearinghouse. Preliminary benchmarks; future benchmarks will be based on trend data following the methodology change.
Performance measure III: Percent of postsecondary program completers who were positively placed.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| 80.7% | TBD |
A postsecondary program completer is a CTE student who received a certificate or degree defined in Board Policy III.E. Positive placement includes continued postsecondary education, advanced training, military service, a service program, or employment. Data are sourced from student survey responses and the National Student Clearinghouse. The FY27 benchmark is based on the federal Perkins state-determined performance level; the FY31 benchmark is unavailable due to the federal timeline.
Performance measure IV: Percent of secondary capstone students who passed the program Technical Skills Assessment.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| 74.0% | TBD |
The FY27 benchmark is based on the federal Perkins state-determined performance level; the FY31 benchmark is unavailable due to the federal timeline.
Performance measure V: Number of career technical student organization-affiliated students.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| 13,366 | 14,639 |
Benchmarks are based on applying a linear growth model of 2.5%.
Objective B: Expand employer partnerships
Performance measure I: Increase in documented program-level employer partnerships.
| Benchmark FY27 | Benchmark FY31 |
|---|---|
| TBD—baseline data | 50% increase |
Baseline to be established in FY27 using program-level partnership documentation. The FY31 benchmark reflects a 50% increase over baseline.
Key external factors
Achieving the goals of this plan requires candid acknowledgment of the conditions that could slow or prevent progress. The following risks are assessed as of April 2026 and will be reviewed at each annual planning cycle. Mitigation strategies are embedded in the comprehensive implementation roadmap.
| Risk | Likelihood | Impact | Action |
|---|---|---|---|
| Federal funding uncertainty for WIOA or adjacent workforce programs | High | High | Build a state funding case independent of federal programs; accelerate Perkins compliance to protect core allocation; diversify revenue through employer co-investment and grant development. Additional effort for adult literacy and basic education, as well as workforce training, is needed. These two areas receive the least amount of state support. |
| Limited IDCTE staffing and program capacity | Moderate–High | High | Demonstrate return on investment through public dashboards; build legislative champions using employer and student data; prioritize staff capacity in highest-impact functions. |
| CTE educator retention rate fails to improve, constraining program expansion | Moderate | High | Accelerate the industry-to-educator pathway. |
| Cross-agency data integration delays, preventing unified reporting | Moderate–High | Moderate | Establish a shared data governance agreement and a data-sharing agreement in Year 1; identify a specific technical lead at each agency; build toward integration incrementally rather than all at once. |
| AI and technology disruption outpace curriculum update cycles | High | Moderate | Integrate an AI literacy baseline across all pathways by 2028. |
| Employer partnership engagement is uneven across regions | Moderate | Moderate | Increase support for technical advisory committees and increase support and training at the LEA level on how to engage and recruit industry partners. |
Evaluation process
Objectives will be reviewed at least annually, and more frequently if data is available. The IDCTE leadership team and CTE Advisory Council will review the data for alignment with objectives and assess progress toward benchmarks. As necessary, the team will identify barriers to success, strategies for improvement, and any additional resources necessary to make measurable progress. As appropriate, IDCTE will make requests through its budget and legislative process to support the agency’s goals and objectives.