Perkins Fact Sheet

Carl D. Perkins Career and Technical Education Act of 2006 (CTEA)

FACTSHEET

Perkins (known as CTEA in the SDCCD) is funding that comes from the U.S. Department of Education through the California Community College Chancellor’s office to improve Career Technical Education (CTE) at community colleges and through the State Department of Education at high schools.  This legislation is in effect for 6 years and was due for reauthorization in 2013.  Congress has not yet started reauthorization but the US Department of Education has circulated a "Blueprint for Transforming CTE" which may substantially change the way funds are distributed.

Standing CTEA committee of CITY'S Instructional Services Council

·         Assures compliance with the mandates of Federal and State CTEA regulations to improve the career/technical programs at San Diego City College through curriculum development, required equipment and professional development.

·         Improves Student success, especially the success of students designated as special populations, in the skill attainment and program completion of career/technical programs.

·         Allocates CTEA funds to eligible CTE programs on campus, ensuring compliance with Federal and State regulations concerning the use of CTEA funds.

·         Makes recommendations to Vice President of Instruction, and the College President.

GOALS OF PERKINS/CTEA

The Perkins Act of 2006 reinforces federal support of improvements to career and technical education programs with added emphasis on academic completions, increased accountability, and coordination between secondary and post-secondary career and technical education ("programs of study).  It ensures access to career and technical education for "special populations" including the strengthening of support to students preparing for non-traditional occupations.

 

Projects are funded to make a significant impact on career/technical education at City College through instructional and support (called “Across”) programs.  Instructional recipients must use these federal dollars for new or improved activities for career and technical programs.  Across programs must support CTE programs and students in being successful.  Funds are NOT used to maintain existing activities.  All career/technical TOP Codes are eligible to apply for funds.

SPECIAL POPULATIONS

A.                Individuals with disabilities

B.                 Individuals from economically disadvantaged families, including foster and former foster children

C.                 Individuals preparing for non-traditional fields (non-traditional fields means those in which one gender is 25% or less of the employees in that field nationally)

D.                Single parents including single pregnant women

E.                 Displaced homemakers (New Horizons includes unemployed and homeless in this category)

F.                  Individuals with limited English proficiency

FUNDS:   

·         Funds for San Diego City College are 2012-2013 is almost $500,000. The amount is announced as a draft by the State usually around April of each year.  Actual allocation may change before it is passed by Congress in the Fall.

·         The amount received from the state is based on total CTE enrollment. 

·         General philosophy at City is to split the funds between Instructional Programs and Across Programs (support such as tutoring and counseling).

·         The CTEA Committee establishes criteria and decides on funding guided by the State’s interpretation of the federal law.  Not all proposals will be funded.

·         Basically funds may be spent on any activity which improves the program but does not supplant the duty of the District to fund the activity (see “Cost Guidelines”).

REQUIRED USES:  These are the activities the program commits to accomplishing during the program year from July 1 through June 30.   One activity in each of the first 8 categories must be completed in the first year an instructional program is funded.  Activities will:

  1. Strengthen academic and career and technical skills of students
  2. Link secondary and postsecondary programs
  3. Provide students with strong experience and understanding of all aspects of the industry including work-based learning experiences
  4. Develop, improve and expand use of technology
  5. Professional development for secondary and/or postsecondary faculty, administrators,  career guidance and academic counselors
  6. Evaluate programs with emphasis on special populations
  7. Initiate, improve, expand and modernize quality programs
  8. Be of sufficient, size, scope and quality to be effective
  9. Prepare special populations for high skill, high wage or high demand occupations (this is the new Required Use)
  10. Permissive use of funds (at least one of these):

a.      Involve parents, business and labor in planning & operation

b.      Career guidance & academic counseling

c.       Business Partnerships - Work-related experience students & faculty

d.      Programs for special populations.

e.       CTE student organizations

f.       Mentoring & support services

g.      Upgrading equipment

h.      Teacher preparation programs

i.        Improving and developing new CTE courses including distance education

j.        Assist transition to BA degree programs

k.      Support entrepreneurship education

l.        Initiatives for  secondary students obtaining postsecondary credit to count towards an AA/AS or BA/BS degree

m.    Support small CTE learning communities

n.      Family & consumer sciences

o.      Adult CTE programs

p.      Job placement programs

q.      Support Nontraditional activities

r.       Automotive technologies

s.       Pooling funds –  Teacher  prep, Data & accountability,  Assessments

t.        Support other CTE programs

CORE INDICATOR INFORMATION REPORT:

·         Definition: Accountability accomplishment charts devised and maintained by the state to demonstrate to federal officials the results of CTEA’s use in instructional programs.   There is an overall College Report (see “College Aggregate Core Indicator Information” attached) and one for each TOP (Taxonomy of Programs) code.  TOP Codes apply to each program at the colleges.

·         Total:  The total number of students in the subcategory.

·         Count:  The number of students who were successful in the subcategory.

·         State Negotiated Level:  Percentages in each category and subcategory are negotiated by the state with the federal government for each TOP Code.

·         College Performance:  The percentage of students who are successful in each subcategory.  There are a number of data sources used by the state, some of which are a year behind the actual information.

·         State Above or Below:  The philosophy at the Chancellor’s office has been that if the program falls below the negotiated level, they must need more funds to improve the program.   The new federal philosophy is that if the program does not perform well, sanctions will ensue. 

·         Categories of evaluation:

    1. Technical Skill Attainment: Grade of C or above in vocational course(s)
    2. Completions:  Receipt of a degree or certificate or transfer ready
    3. Persistence and Transfer:  Staying in College or transfer to 4-year
    4. Employment:  Hired in a Unemployment Insurance covered job or transfer to CSU/UC

5a.  Non-traditional Participation:  Enrolled in vocational course in a field that has less than 25% of participants gender enrolled.

5b.  Non-traditional Completions:  Completing a degree or certificate in that field.

·         Subcategories under each one (these represent the 6 special populations that are targeted in this law):


    • All CTE students
    • Nontraditional
    • Displaced homemaker
    • Economically disadvantaged
    • Limited English proficiency
    • Single parent
    • Students with disabilities
    • Migrant