Draft Perkins Amendment
Purpose: To increase the employment of Perkins graduates
Discussion: The amendment reforms the existing accountability provisions in the Perkins Act without changing funding levels to:
- Align CTE CTE courses and curriculum to the needs of the regional, state, and local labor market;
- Support effective and meaningful collaboration between secondary and postsecondary institutions and employers;
- Increase student participation in workplace experiential learning opportunities such as industry internships, apprenticeships and mentorships; and promote the use of industry-recognized credentials.
In combination, the reforms will better align the program with skills needed by local employers and better integrate secondary and postsecondary education.
Key: Plain text is existing statute in current law
Underlined is proposed new language
Strikethrough is proposed deleted language.
All statutory citations are to existing Perkins CTE law which can be found here
20 USC § 2323 – Accountability
(2) Indicators of performance
(A) Core indicators of performance for career and technical education students at the secondary level
Each eligible agency shall identify in the State plan core indicators of performance for career and technical education students at the secondary level that are valid and reliable, and that include, at a minimum, measures of each of the following:
(i) Student attainment of challenging academic content standards and student academic achievement standards, as adopted by a State in accordance with section 6311 (b)(1) of this title and measured by the State determined proficient levels on the academic assessments described in section 6311 (b)(3) of this title.
(ii) Student attainment of career and technical skill proficiencies, including student achievement on technical assessments, that are aligned with industry-recognized standards, if available and appropriate, including industry-recognized certifications.
(iii) Student rates of attainment of each of the following:
(I) A secondary school diploma.
(II) A General Education Development (GED) credential, or other State-recognized equivalent (including recognized alternative standards for individuals with disabilities).
(iii) A proficiency credential, certificate, or degree, in conjunction with a secondary school diploma (if such credential, certificate, or degree is offered by the State in conjunction with a secondary school diploma).
(iv) Student graduation rates (as described in section 6311 (b)(2)(C)(vi) of this title).
(v) Student placement in postsecondary education or advanced training, in military service, or in employment.
(vi) Student participation in and completion of career and technical education programs that lead to non-traditional fields.
(vii) Alignment of state and locally developed curriculum by secondary and postsecondary with skills in demand by local industry as demonstrated by job openings, and Department of Labor data, attainment of industry-recognized certificates, inclusion of work-based learning classes, and project based learning.
(viii) Alignment of secondary curriculum with postsecondary institutions
(ix) Participation by employers in making link between curriculum and skills needed for employment.
(x) Student participation in industry internships, apprenticeship and mentorships, and other workplace placements.
(B) Core indicators of performance for career and technical education students at the postsecondary level
Each eligible agency shall identify in the State plan core indicators of performance for career and technical education students at the postsecondary level that are valid and reliable, and that include, at a minimum, measures of each of the following:
(i) Student attainment of challenging career and technical skill proficiencies, including student achievement on technical assessments, which are aligned with industry-recognized standards, if available and appropriate.
(ii) Student attainment of an industry-recognized credential, a certificates, or a degrees.
(iii) Student retention in postsecondary education or transfer to a baccalaureate degree program.
(iv) Student placement in military service or apprenticeship programs or placement or retention in employment, including placement in high skill, high wage, or high demand occupations or professions.
(v) Student participation in, and completion of, career and technical education programs that lead to employment in non-traditional fields.
(vi) Availability of courses offered by postsecondary institutions to students enrolled in secondary institutions and criteria for granting postsecondary credit for such courses.
(vii) Alignment of postsecondary institutions curriculum with secondary institutions curriculum
(viii) Participation by employers in aligning skills needed for employment, and the state or locally developed standards and curriculum.