What is Perkins V?

  • On July 31, 2018, the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was signed into law and provides states with an important opportunity to dive into data on Career Technical Education (CTE), identify disparities and gaps in performance, and begin to address them. The new law emphasizes the importance of engaging in this process by maintaining the required disaggregation of performance data by student populations, requiring additional disaggregation by CTE program or Career Cluster, and requiring state plans and local applications to address how disparities and gaps in performance will be addressed. In addition, the law includes a new purpose focused on how CTE can better serve special population and an expanded definition of special populations that aligns with the Every Student Succeeds Act. Perkins V allows districts to address equity in CTE. Check out the briefs in the Making Good on the Promise series below to learn about CTE's equity challenges, strategies to confront inequities and rebuild trust, and how to expand CTE opportunities for each learner.

    The Carl Perkins V Grant emphasizes increased student achievement in current programs, the development and implementation of new state of the art programs focusing on high-skill, high-wage or high-demand occupations, integrated curriculum and assessment design, and high quality, sustained, and intensive professional development activities for school personnel that enrich their knowledge and skill. 
    Required Uses of Funds (Sec. 135) 
    Perkins V legislation identifies six required activities for which funds are to be used in our district to support CTE programs of sufficient size, scope and quality to be effective.  Funding focuses on the link to the local needs assessment, and the requirement that the allocation of resources be aligned with the results of that assessment. Specifically, the section requires that funds be spent “to develop, coordinate, implement, or improve career and technical education programs to meet the needs identified in the comprehensive needs assessment described in section 134(c).” 
    Perkins requires us to describe what we plan- to do, how we plan to do it, how much it will cost, and how we will determine if the effort was successful (deliverables). Identify desired performance outcomes as they relate to the required use of funds.

Perkins Goals (Kansas)

  • State Goal 1: Career Exploration & Career Guidance

    How will the eligible recipient provide— 

    • Career exploration and career development coursework, activities, or services;
    • Career information on employment including high-skill, high-wage, or in-demand industry sectors or occupations (as identified in the Needs Assessment) 
    • An organized system of career guidance and academic counseling to students before enrolling and while participating in a CTE Pathways 

    State Goal 2: Integration of Academics & CTE

    • How will the eligible recipient improve the academic and technical skills of students participating in CTE Pathways by strengthening the academic and CTE components of such programs through content aligned with challenging academic standards and relevant CTE Pathways to ensure a well-rounded education?

    State Goal 3: Special Populations

    Describe how the eligible recipient will-  

    • Provide activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors or occupations that will lead to self-sufficiency;
    • Prepare CTE participants for non-traditional fields; 
    • Provide equal access for special populations to CTE courses and Pathways 
    • Ensure that members of special populations will not be discriminated against on the basis of their status as members of special populations 

    State Goal 4: Work Based Learning

    • What work-based learning opportunities will the eligible recipient provide to students participating in CTE Pathways?
    • How will the eligible recipient work with representatives from employers to develop or expand work-based learning opportunities for CTE students, as applicable?

    State Goal 5: Secondary/Postsecondary Alignment:

    • How will the eligible recipient provide students participating in CTE Pathways with the opportunity to gain postsecondary credit while still attending high school dual or concurrent enrollment pathways or early college high school)?

    Goal 6: Professional Learning, Recruitment, Preparation, Retention and Training

    • How will  the eligible recipient support the recruitment, preparation, retention, and training, including Professional Learning, of: Teachers, Faculty, Administrators, Specialized instructional support personnel, Paraprofessionals (including individuals from groups underrepresented in the teaching profession)?