Add the ability to define a Perkins V state plan for each state and identify the metrics used for each indicator

Under Perkins V, indicators are divided into Secondary (High School) and Postsecondary (College/Adult). While the categories are set by federal law, states have flexibility in how they define the "Program Quality" metrics.

Here is the comprehensive list of indicators and the acceptable metrics states use to track them.

1. Secondary Indicators (High School)

These track students identified as CTE Concentrators (usually defined as completing 2 courses in a sequence).

Indicator	Name	Acceptable Metrics / Definitions
1S1	Graduation Rate	The 4-year Adjusted Cohort Graduation Rate (ACGR). Some states also track 1S2 (Extended 5-year rate).
2S1	Academic: ELA	Proficiency on state assessments in English Language Arts (e.g., TCAP, Regents, MCAS).
2S2	Academic: Math	Proficiency on state assessments in Mathematics (Algebra I, II, or Geometry).
2S3	Academic: Science	Proficiency on state assessments in Science (Biology is most common).
3S1	Post-Program Placement	% of students in college, military, or high-skill employment in the 2nd quarter after graduation.
4S1	Non-traditional Enrollment	% of students enrolled in programs where their gender represents <25% of the workforce (e.g., girls in Welding).
5S	Program Quality	States must choose at least one of the three options below:
5S1	Credential Attainment	% of students earning a recognized industry certification or license.
5S2	Postsecondary Credit	% of students earning dual enrollment or articulated college credit.
5S3	Work-Based Learning	% of students participating in internships, clinicals, or apprenticeships.

2. Postsecondary Indicators (College/Adult)

These track "Concentrators" at the college level, usually defined as students earning 12+ credits in a CTE program.

Indicator	Name	Acceptable Metrics / Definitions
1P1	Post-Program Placement	% of students placed in a job, military, or continuing education in the 2nd quarter after completion.
2P1	Credential Attainment	% of students receiving an Associate degree, industry-recognized certificate, or diploma.
3P1	Non-traditional Enrollment	% of students in programs where their gender represents <25% of the total enrollment in that path.

3. How States Customize These Metrics

While the codes above are standard, how a state calculates them varies. For your platform to be compliant across state lines, you must allow for these variations:

The "Concentrator" Definition

Tennessee: 2 courses in a program of study.
Texas: 2 or more courses for 2 or more credits.
Postsecondary: Some states use "12 credits," others use "completion of 9 credits of technical coursework."

The "Placement" Data Source

States use different methods to verify if a student got a job:

Unemployment Insurance (UI) Records: Automated but often misses military or self-employed graduates.
National Student Clearinghouse: Used to track college enrollment.
Manual Surveys: Used by many districts to find students not in UI or clearinghouse data.

State-Specific "Quality" Indicators

Some states create their own unique 5S4 indicators.

Example: Pennsylvania uses a "Skill Attainment" metric based on local end-of-course technical assessments.

Implementation:

Since Tennessee uses 5S3 (Work-Based Learning) as its primary quality indicator, but other states like Florida prioritize 5S1 (Certifications), we should set which 5S metric is their primary driver for Perkins funding at the state level.