Perkins

Perkins IV
Carl D. Perkins Career and Technical Education

Improvement Act of 2006

 

Carl D. Perkins Career and Technical Education Improvement Act of 2006, Public Law 109-270 (Perkins IV) was signed into law on August 12, 2006. It authorizes federal funding assistance to secondary and postsecondary career technical education (CTE) programs 
Purpose of Perkins IV: To develop more fully the academic and career and technical skills of secondary students and postsecondary education students who elect to enroll in career technical education (CTE) programs. 
    •    Aligned with NCLB
    •    Expanded to include preparation for careers that require a baccalaureate and possibly a masters degree
    •    Emphasis on (1) high quality programs that prepare individuals for high skill, high wage, and high demand careers; (2) integration of academic and career technical education; (3) on a viable sequence of courses in CTE programs and (4) on monitoring the local use of funds and program accountability

Perkins IV required every state and LEA receiving funding to have a Five-Year CTE Plan. The 2008-2012 California State Plan for Career Technical Education (State Plan) was approved by the State Board of Education in March 2008. LEA must demonstrate that it conducts one or more CTE programs and that each program assisted with Perkins IV funds complies with the requirements in Perkins IV Section 135(b) and Chapter Five of the State Plan. 
California’s CTE priorities specified in the State Plan: 
    •    CTE is woven into the fabric of education, NOT a separate system of education 
    •    Programs are built on a demand-driven system that responds to real workforce needs, and state, regional, and local labor market realities 
    •    All students have access to CTE courses, pathways and programs of interest. 
    •    Learning spans from early childhood through adulthood with many transitions; career awareness, exploration, and development occur throughout life
    •    CTE is can engage students and improve student outcomes focusing on rigor, relevance, relationships, and results
    •    CTE contributes to California’s economic future 


For more information go the Perkins webpage at www.cde.ca.gov/ci/ct/pk/ 
 

Perkins Fact Sheets Perkins Application Documents
CAREER TECHNICAL EDUCATION PROGRAMS AND COURSES Overview Perkins Site Funding Process 2017-18

Courses Fact Sheet

Site Sequence Chart 2017-18
CTE Arts Course Checklist Site Investment Chart 2017-18
CTE Course Checklist Pathway Industry Advisory Chart
CTE Programs Fact Sheet Perkins Funding Request Form 2017-18
Defining CTE Fact Sheet Perkins Committee Membership 2017-18
Non-Allowable Expenditures CTE Course Sequence Chart
Perkins IV General Overview  

 

Carl D. Perkins Core Indicator Performance Results -- LBUSD

Federal Perkins legislation identifies five core indicators to measure the effectiveness of Career Technical Education (CTE) at the secondary level:

1S1. Academic Attainment - Reading/Language Arts
% of CTE concentrators who have met the proficient or advanced level on the reading/language arts portion of the CAHSEE and who left secondary education in the reporting year.
1S2. Academic Attainment - Mathematics
% CTE concentrators who have met the proficient or advanced level on the reading/language arts portion of the CAHSEE and who left secondary education in the reporting year.
2S1. Technical Skill Attainment in CTE courses.
% of CTE concentrators enrolled in a capstone CTE course who received an "A", "B", or "C" grade in the course, or received an industry-recognized certification, or passed an end of program assessment aligned with industry recognized standards.
3S1. Completion Rate
% of 12th grade CTE concentrators who earned a high school diploma, or other state-recognized equivalent (including recognized alternative standards for individuals with disabilities).
4S1. Graduation Rate
% of 12th grade CTE concentrators who, in the reporting year, were included as graduated in the states computation of its graduation rate.
5S1. Secondary Placement
% of 12th grade CTE concentrators who left secondary education during the reporting year and entered post-secondary education or advanced training, military service, or employment
6S1. Nontraditional Participation
% of CTE participants from underrepresented gender groups who were enrolled in a program sequence that leads to employment in nontraditional (fewer than 25% of the employees in that field are of the student's gender) fields.
6S2. Nontraditional Completion  
CTE concentrators from underrepresented gender groups (fewer than 25% of the employees in that field are of the student's gender) enrolled in a capstone CTE course that leads to employment in a nontraditional field who, received an "A", "B", or "C" grade in the course, or received an industry-recognized certification, or passed an end of program assessment aligned with industry-recognized standards.

Provided below, for your review, are LBUSD CTE Program Core Indicators for the 2012-13 through 2014-15 School Years for Secondary and Adult programs:


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Department Address
1299 E. 32nd St.
Signal Hill, CA 90755

Department Phone
(562) 997-8000 x2904