Perkins Overview
Perkins V
History
The Smith-Hughes Act of 1917 was the first authorization for the federal funding of vocational education (now known as career and technical education). Subsequent legislation included the Vocational Act of 1973 and the Carl D. Perkins Act of 1984 (Perkins). Perkins was reauthorized as the Carl D. Perkins Vocational and Applied Technology Act (Perkins II) in 1990, the Carl D. Perkins Career and Technical 做厙TV Act of 1998 (Perkins III), the Carl D. Perkins Career and Technical 做厙TV Act of 2006 (Perkins IV), and most recently as the Strengthening Career and Technical 做厙TV for the 21st Century Act (Perkins V).
Purpose of Perkins V
As put forth in the legislation, the purpose of Perkins V is:
To develop more fully the academic knowledge and technical and employability skills of secondary and postsecondary students who elect to enroll in career and technical education programs and programs of study, by
- building on the efforts of States and localities to develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, or in-demand occupations in current or emerging professions;泭
- promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary and postsecondary education for participating career and technical education students;泭
- increasing State and local flexibility in providing services and activities designed to develop, implement, and improve career and technical education;泭
- conducting and disseminating national research and disseminating information on best practices that improve career and technical education programs and泭 programs of study, services, and activities;泭
- providing technical assistance thatpromotes leadership, initial preparation, and professional development at the State and local levels; and improves the quality of career and technical education teachers, faculty, administrators and counselors;泭
- supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, business and industry and intermediaries;泭
- providing individuals with opportunities throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills to keep the United States competitive; and
- increasing the employment opportunities for populations who are chronically unemployed or underemployed, including individuals with disabilities, individuals from economically disadvantaged families, out-of-workforce individuals, youth who are in, or have aged out of, the foster care system, and homeless individuals.泭
Carl D. Perkins Career And Technical 做厙TV Act of 2006 as Amended By The Strengthening Career and Technical 泭做厙TV For The 21st Century Act Sec. 2. [20 U.S.C. 2301].泭
Perkins V State Plan
New York States vision for career and technical education prioritizes building partnerships to create a continuum of career options that begins with middle and high school career exploration and continues on to postsecondary concentration in an occupational area, technical skill training, and employment.泭
The mission of the New York State Board of Regents 宇o ensure that every child has equitable access to the highest quality educational opportunities, services and supports in schools that provide effective instruction aligned to the states standards so that each child is prepared for success in college, career, and citizenship calls on the New York CTE community to join in this endeavor: that all learners have access to high-quality Career and Technical 做厙TV opportunities that are equitably and deliberately integrated at all educational levels to better prepare New York students for lifelong learning and career success.
In order to move toward this shared vision, the state has established a set of priorities which provide a framework for strategies to be implemented over the course of this Four-Year Plan:
- Increase access to high-quality CTE programs
- Support at-risk CTE students
- Build regional collaborationsecondary and postsecondary with business and industry grounded in labor market needs
- Improve career development for all students
Read the New York State Perkins V State Plan here.泭
Read the approved State Determined Performance Levels (SDPL) for 2024-2025 here.泭
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NEW 11/1/2024
Read the proposed revisions to the Perkins V State Plan here.
Read the Table of Contents of the revisions to the Perkins V State Plan here.
Read the State Plan side by side of revisions here.泭
Read the Proposed State Determined Performance Levels (SDPL) for 2025-2028 here.泭
Comments on the proposed revised plan can be submitted by email through January 6, 2025 to CTEPerkinsPlan@nysed.gov.
Read the Public Hearings Notice here.
The Department will host three public forums to collect feedback on the draft plan.
November 12, 2024 |
UFT Headquarters 52 Broadway New York, New York 10004 |
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December 3, 2024 |
Live recorded webinar |
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December 17, 2024 |
Live recorded webinar |
(external link)
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Perkins V Plan Timeline
Eligibility Requirements
First-time applicants with an individual allocation greater than $15,000 and who meet New York State's Perkins V definitions of size, scope and quality must call the CTE team at 518-486-1547 to confirm eligibility.泭
Size
- Must provide a minimum of three (3) NYSED-approved CTE programs in three (3) of the national career clusters;
- Must be serving a minimum of eight (8) CTE concentrators (this includes concentrators in grades 9-12 with active program service records reported to the SIRS); and
- Must be open to all students with adequate supports provided for student success.
Scope
- Provide nonduplicative sequences of courses offering academic, technical, and employability skills to expose students to multiple aspects of an occupational area;
- Progress in specificity, beginning with exploration of multiple aspects of an industry or career cluster and leading to more occupation-specific instruction;
- Align with the needs of industry in the economy of the state, region, or local area;
- Offer multiple entry and exit points; and
- Culminate in the ability for students to attain a recognized postsecondary credential.
Quality
- Achieve or make progress toward achieving established for Perkins performance indicators;
- Align to state academic learning standards and industry standards and are delivered by appropriately certified teachers who have on-going professional development in instructional strategies to meet the needs of all learners;
- Include articulation agreements with postsecondary institutions and apprenticeship programs; and
- Result in student attainment of a credential that confers added value to the high school diploma. The CDOS Credential, an industry recognized certification (e.g., Microsoft Office Specialist) or the CTE technical endorsement, or a combination of these.
Perkins Resources
Perkins Legislation:
Additional Resources: