Curriculum: Career Pathways Office
1299 E. 32nd St.
Signal Hill, CA 90755
(562) 997-8000 x2904
Strengthening Career and Technical Education for the 21st Century Act (Perkins V)
On July 31, 2018, President Trump signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into law. This Act, which became Public Law 115-224, reauthorizes the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). It was approved unanimously by both chambers of Congress, reflecting broad bipartisan support for career and technical education (CTE) programs.
Perkins V better aligns and integrates school districts, institutions of higher education, and employers to prepare more young people for high-skill, high-wage careers, ensuring career and technical education (CTE) programs meet the demands of the twenty-first-century economy.
The new also law includes several changes and additions relevant for educators, postsecondary institutions, employers, workforce development boards, community-based organizations, and others who serve historically underserved students in both secondary and postsecondary education.
Perkins V calls for collaboration among middle and high schools, higher education institutions, employers, and other partners to provide an integrated approach to delivering robust CTE programs through statewide sector or industry partnerships. In drafting its plan for implementing Perkins V, a state must describe how it will “support effective and meaningful collaboration between secondary schools, postsecondary institutions, and employers to provide students with expertise in, and understanding of, all aspects of an industry.”
Integrated Professional Development
Perkins V permits the delivery of joint professional development to core academic and CTE teachers. While Perkins IV allowed states to deliver this type of joint professional development “as appropriate” and “to the extent practicable,” it did not intentionally prioritize the practice in its language the way Perkins V does.
California’s CTE priorities specified in the State Plan:
CTE is woven into the fabric of education, NOT a separate system of education
All students have access to CTE courses, pathways and programs of interest.
CTE is a demand-driven system that responds to real workforce needs, and state, regional, and local labor market realities
CTE engages students and improves student outcomes focusing on rigor, relevance, relationships, and results
For more information go the Perkins webpage at www.cde.ca.gov/ci/ct/pk/
Federal Perkins Legislation Five Core Indicators
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.
% of 12th grade CTE concentrators who earned a high school diploma, or other state-recognized equivalent (including recognized alternative standards for individuals with disabilities).
% of 12th grade CTE concentrators who, in the reporting year, were included as graduated in the states computation of its graduation rate.
% 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
% 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.
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: