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The Perkins Act of 2006: Connecting Career and Technical Education with the College and Career Readiness Agenda. January 2008 Policy Brief

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Title: The Perkins Act of 2006: Connecting Career and Technical Education with the College and Career Readiness Agenda. January 2008 Policy Brief
Language: English
Authors: Meeder, Hans, Achieve, Inc., Washington, DC.
Source: Achieve, Inc. 2008.
Availability: Achieve, Inc. 1775 Eye Street NW Suite 410, Washington, DC 20006. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.achieve.org
Peer Reviewed: N
Physical Description: PDF
Page Count: 24
Publication Date: 2008
Document Type: Opinion Papers
Education Level: Elementary Secondary Education
High Schools
Postsecondary Education
Descriptors: Career Development, Postsecondary Education, College Credits, Educational Change, Politics of Education, Accountability, Tech Prep, Dual Enrollment, Vocational Education, High School Students, Local Government, State Government, Federal Legislation, College Students, Education Work Relationship, Job Skills, College Preparation, Educational Improvement, Competition, Data Collection, Elementary Secondary Education, College School Cooperation, Educational Planning, Educational Indicators
Abstract: There currently are 32 states in the American Diploma Project (ADP) Network, each dedicated to developing and implementing a college and career readiness agenda. At the same time, all fifty states are implementing requirements of the Carl D. Perkins Career and Technical Education Improvement Act of 2006. The Perkins Act and the American Diploma Project focus on a common objective: ensuring that all American youths graduate from high school with the skills and knowledge they need to be ready for college and careers. This paper addresses the major components of the new Perkins Act, reviews how the Perkins Act currently is being implemented by states and suggests a number of specific strategies state ADP leadership teams could employ to implement the ADP agenda and the Perkins Act. The overarching purpose of the Perkins Act is "to develop more fully the academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education (CTE) programs." The 2006 reauthorization included four significant changes to the Perkins Act that have relevance to the American Diploma Project agenda. These changes focus on the improvement of CTE Programs of Study; the expansion of state and local accountability measures, including new measures of technical skill attainment; Tech Prep flexibility and accountability; and the link between CTE and personal and economic competitiveness. By April 1, 2008, every state will be required to submit a "Multi-Year Plan" to the U.S. Department of Education to cover activities for the remaining five years of the authorization cycle. For the states in the ADP Network, this provides a timely opportunity to closely align the ADP agenda with the state's Perkins plan. There are four major areas that offer the potential for alignment between the ADP and Perkins policy agendas, each representing their own opportunities and challenges for ADP leadership teams. Specifically, the two policy agendas may be coordinated as policymakers consider the alignment and integration of academic content standards to ensure multiple pathways that are equally rigorous; the use of CTE Programs of Study to encourage student preparation for college and careers; the measurement of technical skill attainment to determine work readiness; and the strengthening of accountability systems to measure and improve local results. There are important opportunities to link implementation of the Perkins Act with a state's ADP agenda. In particular, state ADP teams can support the development of Programs of Study and support policies that give all high school students, not just CTE participants, and the opportunity to create a personalized plan of study that includes a rigorous academic core paired with courses focusing on an identified career interest. States can also closely coordinate the development of CTE assessments and accountability mechanisms, and pay particular attention to graduation data and transition data that track students from secondary to and through postsecondary education. State ADP teams and CTE leaders can consider working together to: (1) Coordinate Perkins planning with school improvement planning; (2) Coordinate the development of CTE Programs of Study to include K-12, postsecondary and business representatives; (3) Facilitate the integration of academic and CTE content and applications; (4) Build shared longitudinal data systems between K-12 and postsecondary systems; and (5) Assure portability of CTE dual enrollment credits. (Contains 24 footnotes. Appended are: (1) Perkins Act Performance Indicators; and (2) Sample Program of Study- Health Science: Health Informatics.)
Abstractor: ERIC
Entry Date: 2008
Accession Number: ED499842
Database: ERIC
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  Data: The Perkins Act of 2006: Connecting Career and Technical Education with the College and Career Readiness Agenda. January 2008 Policy Brief
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  Data: Achieve, Inc. 1775 Eye Street NW Suite 410, Washington, DC 20006. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.achieve.org
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  Data: There currently are 32 states in the American Diploma Project (ADP) Network, each dedicated to developing and implementing a college and career readiness agenda. At the same time, all fifty states are implementing requirements of the Carl D. Perkins Career and Technical Education Improvement Act of 2006. The Perkins Act and the American Diploma Project focus on a common objective: ensuring that all American youths graduate from high school with the skills and knowledge they need to be ready for college and careers. This paper addresses the major components of the new Perkins Act, reviews how the Perkins Act currently is being implemented by states and suggests a number of specific strategies state ADP leadership teams could employ to implement the ADP agenda and the Perkins Act. The overarching purpose of the Perkins Act is "to develop more fully the academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education (CTE) programs." The 2006 reauthorization included four significant changes to the Perkins Act that have relevance to the American Diploma Project agenda. These changes focus on the improvement of CTE Programs of Study; the expansion of state and local accountability measures, including new measures of technical skill attainment; Tech Prep flexibility and accountability; and the link between CTE and personal and economic competitiveness. By April 1, 2008, every state will be required to submit a "Multi-Year Plan" to the U.S. Department of Education to cover activities for the remaining five years of the authorization cycle. For the states in the ADP Network, this provides a timely opportunity to closely align the ADP agenda with the state's Perkins plan. There are four major areas that offer the potential for alignment between the ADP and Perkins policy agendas, each representing their own opportunities and challenges for ADP leadership teams. Specifically, the two policy agendas may be coordinated as policymakers consider the alignment and integration of academic content standards to ensure multiple pathways that are equally rigorous; the use of CTE Programs of Study to encourage student preparation for college and careers; the measurement of technical skill attainment to determine work readiness; and the strengthening of accountability systems to measure and improve local results. There are important opportunities to link implementation of the Perkins Act with a state's ADP agenda. In particular, state ADP teams can support the development of Programs of Study and support policies that give all high school students, not just CTE participants, and the opportunity to create a personalized plan of study that includes a rigorous academic core paired with courses focusing on an identified career interest. States can also closely coordinate the development of CTE assessments and accountability mechanisms, and pay particular attention to graduation data and transition data that track students from secondary to and through postsecondary education. State ADP teams and CTE leaders can consider working together to: (1) Coordinate Perkins planning with school improvement planning; (2) Coordinate the development of CTE Programs of Study to include K-12, postsecondary and business representatives; (3) Facilitate the integration of academic and CTE content and applications; (4) Build shared longitudinal data systems between K-12 and postsecondary systems; and (5) Assure portability of CTE dual enrollment credits. (Contains 24 footnotes. Appended are: (1) Perkins Act Performance Indicators; and (2) Sample Program of Study- Health Science: Health Informatics.)
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      – Text: English
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        PageCount: 24
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      – SubjectFull: Career Development
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      – SubjectFull: Postsecondary Education
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      – SubjectFull: College Credits
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