in work-based learning. (II) That may include any other measure of student success in career and technical education that is statewide, valid, and reliable, and comparable across the State. (vi) The percentage of CTE concentrators, as defined in section 3(12)(A), in career and technical education programs and programs of study that lead to non-traditional fields. (B) Core indicators of performance for CTE concentrators at the postsecondary level Each eligible agency shall identify in the State plan core indicators of performance for CTE concentrators at the postsecondary level that are valid and reliable, and that include, at a minimum, measures of each of the following: (i) The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education (disaggregated by postsecondary award level, including certificate, associate, or baccalaureate degree), or in advanced training. (ii) The percentage of CTE concentrators who, during the second quarter after program completion, are in military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 ( 42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act ( 22 U.S.C. 2504(a) ), or have placement or retention in employment (including those individuals who are employed in a high-skill, high-wage, or in-demand sector or occupation). (iii) The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion. (iv) The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields. (C) Alignment of performance indicators In developing core indicators of performance under subparagraphs (A) and (B), an eligible agency shall, to the greatest extent possible, align the indicators so that substantially similar information gathered for other State and Federal programs, or for