Fiscal Year 2008 Funding Request: The Carl D. Perkins Career and Technical Education Act

The National Association of State Directors of Career Technical Education Consortium calls on Congress to invest in the future by appropriating $1.7 billion in FY 2008 for career and technical education programs funded under the Carl D. Perkins Career and Technical Education Act.

Program Need:

• The last substantial increase in funding for the Perkins Act occurred in FY 2002. Since that time, funds have actually decreased by $17 million, although funding needs have grown dramatically.
• Estimates are that between July 2002 and July 2008 (the date FY 2008 funds would be awarded to school districts), inflation will stand at 16.5 percent . Accounting for inflation increases alone, Perkins should be funded at a minimum of $1.539 billion in 2008.
• From 1999-2000 to 2002-2003, enrollment in career and technical education increased by almost 60 percent , and this trend is continuing. Enrollment increased 13 percent from the 2002-2003 school year to the 2004-2005 school year. Increased enrollments are yet another reason the Perkins Act needs an infusion of resources.
• In the summer of 2006, the Carl D. Perkins Career and Technical Education Improvement Act of 2006 was passed overwhelmingly by Congress and signed into law. The reauthorized Perkins Act requires important new initiatives and mandates, including enhanced accountability provisions, designed to lead CTE into the new millennium and ensure American competitiveness. Significant new resources are needed to continue the successful implementation of the Perkins Act.

Program Results:

CTE prepares both youth and adults for a wide range of careers in the 21st century economy, and is essential to ensuring American competitiveness. As Congress grapples with secondary and postsecondary reform issues, CTE provides a critical link to ensure student success. High-quality CTE increases student engagement, provides for the innovative integration of math, science and literacy skills, and meets the needs of both employers and the economy as a whole.

Meeting Economic Needs:

• According to the Bureau of Labor Statistics' projections, eight out of the top ten occupations with the largest job growth through 2014 will require an associate’s degree or vocational training.
• CTE programs help prepare students for all 20 of the fastest growing occupations identified in the U.S. Department of Labor’s Occupational Outlook Handbook (2006-2007 edition) , and in all 14 job sectors identified by the Department of Labor’s High Growth Job Training Initiative .
• According to the National Association of Manufacturers in its 2005 Skills Gap report, over 80 percent of respondents are experiencing serious shortages of skilled workers. CTE provides students with the skills necessary to meet employer needs and increase competitiveness.

Integrating Academic and Technical Education:

• In a 2005 experimental study by the National Research Center for Career and Technical Education, students who received enhanced instruction of the math already present within their CTE class scored better on academic tests than those who did not get the instruction.
• Students who complete a rigorous academic core coupled with a career concentration have test scores that equal or exceed “college prep” students. These dual-concentrators are more likely to pursue postsecondary education, have a higher grade point average in college and are less likely to drop out in the first year, reports the Southern Regional Education Board.

Increasing Student Engagement:

• A poll of at-risk California ninth- and 10th-graders found that six in 10 respondents were not motivated to succeed in school. Of those students, more than 90 percent said they would be more engaged in their education if classes helped them acquire skills and knowledge relevant to future careers.
• A ratio of one CTE class for every two academic classes was shown to minimize the risk of students dropping out in a 2005 National Research Center for Career and Technical Education report.

The Carl D. Perkins Career and Technical Education Act Program Description:

The Perkins Act provides resources to secondary and postsecondary career and technical education programs to support innovation and program improvement. States receive Basic State Grant funding that is then distributed by formula to eligible recipients, including high schools, area career and technical schools, and community and technical colleges. State and local funds are used for activities such as:

• Developing a strong accountability system that ensures quality and results.
• Strengthening the integration of academic and career and technical education.
• Ensuring access to CTE for special populations, including students with disabilities.
• Developing and improving curricula and new course offerings.
• Purchasing equipment to ensure that CTE classrooms have the latest technology.
• Providing professional development and technical assistance for educators, counselors, and administrators.

The Perkins Act also supports seamless pathways from high schools to postsecondary experiences through the Tech Prep program that offer articulated postsecondary credit, integrate academic and technical skills, and lead students to industry-recognized credentials, certificates, or degrees in high wage, high skill, or high demand career fields; provides funds for critical national research and dissemination of best practices; and authorizes occupational and employment information activities to guide students in education and career choices.

For more information, contact: Domenic Giandomenico, Director of Government Relations, at domenic@careertech.org or (202) 737-0303.