must develop the competencies and foundation skills; (2) the high performance qualities of the most competitive companies must become the standard for most companies; and (3) the nation's schools must become high performance organizations” (1).

• Workforce Investment Act (WIA)[1998 or 1999]/2000
  1) https://www.acteonline.org/workforce-investment-act/

  • WHAT: "Congress passed the Workforce Investment Act (WIA) in 1998 as P.L. 105-220… Taking full effect on July 1, 2000, WIA was intended to create a locally integrated “One-Stop” delivery system of multiple employment services, job training and education programs, designed to be universally accessible to job seekers and meet local industry demands in communities across the county. WIA mandated the participation of partner agencies that provide such services, including postsecondary Perkins-funded CTE programs” (1).
     

    • A note about funding: 
      ​

  • WHY: “[To replace] the Job Training Partnership Act in an effort to streamline and strengthen America’s job-training system” (1).

  • IMPACT: “Implementation of WIA worked well in some local areas, but, overall, there has been a downward trend in the provision of employment services, particularly in the number of job seekers being referred to training programs. WIA was due for reauthorization in 2003, however, the legislation encountered significant delays as Congress struggled to design an effective way to utilize the one-stop model and was mired in partisan politics" (1).
     

• Carl D. Perkins Career and Technical Education Improvement Act (Perkins IV)
  
  1) PCRN: Perkins IV 5_G:\COMP\EDIV\CDPCATEA.bel - perkins_v.pdf
  2) MICROCOMP output file - perkins_iv.pdf ; https://s3.amazonaws.com/PCRN/uploads/perkins_iv.pdf
  3) LaFollette, A., & Pak, Yoon. (2011). An Historical Policy Analysis of the Carl D. Perkins Legislation: Examining the History, Creation, Implementation and Reauthorization of the Law, ProQuest Dissertations and Theses.
   

  • What: “​The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) is a principal source of federal funding to states and discretionary grantees for the improvement of secondary and postsecondary career and technical education programs across the nation” (1). In order to reach its stated purpose Perkins 4 provides for:
    “(1) 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 high demand occupations in current or emerging professions;
    ‘‘(2) promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students;
    ‘‘(3) increasing State and local flexibility in providing services and activities designed to develop, implement, and improve career and technical education, including tech prep education;
    ‘‘(4) conducting and disseminating national research and disseminating information on best practices that improve career and technical education programs, services, and activities;
    ‘‘(5) providing technical assistance that—
         ‘‘(A) promotes leadership, initial preparation, and professional development at  the State and local levels; and
         ‘‘(B) improves the quality of career and technical education teachers, faculty, administrators, and counselors;
    ‘‘(6) 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; and
    ‘‘(7) providing individuals with opportunities throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive” (2).
    
    -A note about funding…
     

  • Why: “The purpose of this Act is to develop more fully the academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs….” (2).

  • Impact:
    -How did the definition of vocational education change?
    Section 3 of the act states: ‘‘(5) CAREER AND TECHNICAL EDUCATION. —The term ‘career and technical education’ means organized educational activities that—
    ‘‘(A) offer a sequence of courses that—
           ‘‘(i) provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions;
            "(ii) provides technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; and
            ‘‘(iii) may include prerequisite courses (other than a remedial course) that meet the requirements of this subparagraph; and
    ‘‘(B) include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual” (2).
    How did the provisions of the Acts impact schools; educational “reform”; and control (state vs. federal)?
    “The new act… strengthen[ed] the connections between secondary and postsecondary education, and improves state and local accountability. The new law allowed for funding to be spent transitioning students to baccalaureate degrees, providing support for entrepreneurial education and training programs, developing and enhancing data systems, and improving recruitment and retention of Career and Technical Education teachers….
    “Other terms [identifying the impact of Perkins 4] which will shape the future of CTE were incorporated as well, including the terms ―cluster, pathway and program of study, when referring to the path a student would take through their educational career. The law defines cluster as ―groupings of occupations/career specialties used as an organizing tool for curriculum design and instruction. Occupations/career specialties are grouped into the Career Clusters based on the fact that they require a set of common knowledge and skills for career success. The Knowledge and Skills represented by Career Clusters prepare learners for a full range of occupations/career specialties, focusing on the holistic, polished blend of technical, academic and employability knowledge and skills. This approach enhances the more traditional approach to career and technical education in which instruction may focus on one or two occupations and emphasize only specific occupational skills….
    “Each state [was ‘allowed’ to modify] the definition and implementation of programs of study… [Impactful challenges included] “the time and resources needed to meet all the demands of implementing Programs of Study; overcoming the cultural difference that exist[s] between secondary and postsecondary systems and institutions; and navigating the relationships and priorities of core academic and career and technical educators…. What was lacking was the admission that Programs of Study [are] a huge undertaking by the CTE community. Though the concept and ideas are logical and this introduction of the concept of Programs of Study is transforming the way administrators, parents, and students view career and technical education… the direct correlation to core academics is unclear in many areas” (3).

​

• Workforce Innovation and Opportunities Act (WIOA)
  1) WIOA Employment & Training Administration (ETA) - U.S. Department of Labor. https://www.doleta.gov/WIOA/about/overview/
  2) WIOA State Plan For the State of Arizona FY-2018. https://www2.ed.gov/about/offices/list/osers/rsa/wioa/state-plans/az.pdf
  3) Arizona’s Unified Workforce Development Plan. https://des.az.gov/sites/default/files/media/wiostateplanfinal.pdf
  4) Donna Counts (2017). Federal Funding for State Employment and Training Programs Covered by the WIOA. The Council of State Governments. https://knowledgecenter.csg.org/kc/content/federal-funding-state-employment-and-training-programs-covered-wioa
  5) What Human Service Agencies and Advocates Need to Know https://www.clasp.org/sites/default/files/public/resources-and-publications/publication-1/WIOA-and Human-Services-FINAL.pdf
  6) 5 Things You Should Know About WIOA. https://blog.ed.gov/2016/07/5-things-know-wioa/
   

  • WHAT: “The Workforce Innovation and Opportunity Act (WIOA) was signed into law on July 22, 2014…. Congress passed the Act by a wide bipartisan majority; “WIOA superseded WIA of 1998 and amends the Adult Education and family Literacy Act, The Wagner-Presser ACT, and the Rehabilitation Act of 1973. “WIOA brings together, in strategic coordination, the core programs of Federal investment… [and] in addition [it] authorizes other programs administered by ED and the U.S. Department of Health and Human Services” (1).
    A State has two options for submitting a State Plan — a Unified State Plan or a Combined State Plan. At a minimum, a State must submit a Unified State Plan that... outlines a four-year strategy for the core programs. The six core programs are—
    • the Adult program (Title I of WIOA),
    • the Dislocated Worker program (Title I),
    • the Youth program (Title I),
    • the Adult Education and Family Literacy Act program (Title II),
    • the Wagner-Peyser Act program (Wagner-Peyser Act, as amended by title III), and
    • the Vocational Rehabilitation program (Title I of the Rehabilitation Act of 1973, as amended by Title IV).
    Arizona's published plan states "Arizona is proud to present its 2016–2020 WIOA Unified Workforce Development Plan (“Plan”), as required by WIOA sec. 102 (29 U.S.C. 3112)" (2).

    • A note about funding… “The federal government provides significant funding to states for workforce system programs covered by WIOA. For program year 2016 the federal government appropriated more than $6.9 billion to states for the Core WIOA Program and approximately $3.4 billion in federal formula funding for partner programs, for total funding of $10.5 billion. Federal funding is also provided through competitive grants” (4).

  • WHY: “WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy” (1).
    WIOA was provided to make it "explicit that low-income individuals and those with barriers to employment are a priority for funding and services. This is a change from the previous law which only required that funds allocated for employment and training activities be prioritized for individuals who are low-income when funds are limited” (5).

  • IMPACT: “WIOA means improved services for approximately 20 million people every year. Looking for work can be challenging on many levels. WIOA streamlines that process, breaking down barriers between government agencies and service locations. It provides seamless access to high-quality services to help people get a job and advance along a career pathway – as well as crucial supports like food and housing assistance — through a network of more than 2,400 American Job Centers and their partners across the country.
    “WIOA helps people overcome hurdles to find a job. WIOA improves access to job training and education opportunities for people who have traditionally faced barriers to employment, including individuals with disabilities, out-of-school and at-risk youth, youth in foster care or young adults who have aged out of foster care, formerly incarcerated individuals, and others.  WIOA emphasizes pursuing and obtaining post-secondary education, training and other credentials as a foundation for improving career prospects for the long-term.  The final rules will also help the approximately 1 million veterans, who use these services every year, better translate the skills they learned in the military into quality civilian careers.
    “WIOA is better for business and communities. Under WIOA, businesses inform and guide the workforce system so that services are aligned with industry needs. WIOA places a premium on industry or sector partnerships and proven strategies like apprenticeship and work-based learning to deliver high-quality worker training. Since meeting workforce needs is critical to local, regional, and national economic growth, WIOA better aligns workforce development programs with economic development efforts. The final rules also put a greater emphasis on reemployment strategies and require rapid response activities at the state level in response to layoffs or other workforce reductions” (6).
     

• Strengthening Career and Technical Education for the 21st Century (Perkins V)
  (1) https://cte.ed.gov/legislation/perkins-v
  (2) https://s3.amazonaws.com/PCRN/videos/01-Discussion_Guide.pdf
  (3) https://www.acteonline.org/wp-content/uploads/2018/08/AdvanceCTE_ACTE_P.L.115-224Summary_Updated080618.pdf
  (4) https://www.acteonline.org/wp-content/uploads/2018/08/Perkins_Webinar_Slides.pdf
  (5) PerkinsV_Side-by-Side_Draft_Updated101618.pdf
  (6) https://www.acteonline.org/wp-content/uploads/2019/03/Local_Tool_Needs_Assessment_FINAL_3.18.2019.pdf
  (7) https://www.acteonline.org/perkins-v-faqs/
  (8) https://www.acteonline.org/wp-content/uploads/2018/08/PerkinsV_One-Pager_082418.pdf
   

  • What: “The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was signed into law by President Trump on July 31, 2018”. (1).
    “In Perkins V, Congress acknowledged the importance of closing the skills gap by including work-based learning opportunities as one of the optional program quality indicators, and required states to include a section on work-based learning opportunities in their local applications. Section 134 (b)(6) states that each local application shall contain a description of the work-based learning opportunities that the eligible recipient will provide to students participating in CTE programs and how the recipient will work with representatives from employers to develop or expand work-based learning opportunities for CTE students. Perkins V now includes the definition of qualified intermediaries, which are critical partners in connecting employers and classrooms. Section 135 (b) states that funds may be available to support programs that plan and carry out elements that support the implementation of career and technical education programs, which may include partnering with a qualified intermediary to improve the development of public-private partnerships, systems development, capacity-building, and scalability of the high-quality career and technical education” (2).
    
    -A note about funding-
    
    “The current federal-to-state formula determining state allocations for the Perkins Basic State Grant [will] largely stay in place in Perkins V with one exception: a significant change to the hold harmless provision as described below. In addition, the overall percentages for distributing funding within the state also remain largely unchanged, with up to 5 percent for State Administration, 10 percent for State Leadership, and 85 percent for local program distribution. Eligible agencies also retain the responsibility to determine the percentage of funds for local program distribution that is directed to the secondary and postsecondary levels (i.e., the secondary and postsecondary split)….
    “…The hold harmless provision in current law is removed. Instead, a provision is added that ensures no state shall receive a Basic State Grant that is less than the amount received in FY 2018. This amount is referred to as a ‘foundational grant’” (3).
    
    --"Authorization Levels
    Bill provides for a 6-year authorization $1,229,568,538 for FY 2019
    $1,246,782,498 for FY 2020
    $1,264,237,452 for FY 2021
    $1,281,936,777 for FY 2022
    $1,299,883,892 for FY 2023
    $1,318,082,266 for FY 2024
    Increase is about 10.5% over the course of the Act above current funding level of $1.192 billion” (4).
     

  • Why: There was an overdue need to” [reauthorize] the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) and [officially continue] Congress’ commitment in providing nearly $1.3 billion annually for career and technical education (CTE) programs for our nation’s youth and adults” (1).

  • Impact:

    • How did the definition of vocational education change?
      “Changes the definition of “Career and Technical Education,” and, as with Perkins IV, this definition determines which activities can be funded.
      "Specifies that content must be aligned with the Every Student Succeeds Act’s (ESSA) state identified academic standards at the secondary level and with rigorous academic standards at the postsecondary level.
      "Adds new emphasis on high-skill, high-wage, or “in-demand industry sectors or occupations”, although this does not constitute a new requirement.
      "References the WIOA term “recognized postsecondary credential,” which includes a spectrum of credentials, but limits the list for the purposes of this law to industry-recognized credentials, certificates or associate degrees to ensure funding remains focused on sub-baccalaureate credentials.-Adds new references to work-based learning, career exploration and secondary-postsecondary connections, although none are specifically required” (5).

    • How did the provisions of the Acts impact schools?
      “One of the most significant changes in Perkins V (the Strengthening Career and Technical Education for the 21st Century Act) is the new requirement for local eligible recipients to conduct a comprehensive local needs assessment and update it at least every two years. The new needs assessment is designed as the foundation of Perkins V implementation at the local level—it drives… local application development and future spending decisions. This process should be seen as a chance to take an in-depth look at [an] entire local CTE system and identify areas where targeted improvements can lead to increased opportunities for student success. The needs assessment, if implemented thoughtfully, can also be a powerful opportunity to engage stakeholders in a common understanding and vision for the future of CTE in [a] community” (6).

    • What was the impact of educational “reform” (i.e. accountability)?
      “There are a number of changes to the accountability system, both in indicators and process. Related to what states and local recipients will be accountable for, there is a specific new definition of a CTE concentrator included in the law, and each accountability measure is linked to that definition (which at the secondary level is a student who has taken at least two courses in a single program, and at the postsecondary level is a student who has earned 12 credits within a program (or completed a shorter programs)). Those are the students that will form the denominator of the performance measures. The lists of secondary and postsecondary indicators have also been revised, with fewer, but slightly different measures. The full list is available in our Perkins summary. Regarding process, states will no longer specifically negotiate performance targets with the Department of Education, but rather will include those targets in their state plans for approval. However, there are significant new requirements around the target setting and revision processes, both at the state and local levels” (7).

    • Who had more control (state vs. federal)?
      Congressional law-making is nothing more than state delegations getting to together to divide up federal funds; and, 2) Powers not expressly delineated in the US Constitution lie with the individual states. However, the states relinquish this power when they negotiate it away to qualify for insertion of Federal funds into their budgets. This relationship, which is a major factor affecting the development of Perkins law, shows up in the following quote: “As the new law was making its way through the reauthorization process, a key area of debate was ‘Secretarial authority’ or the role of the U.S. Secretary of Education (Secretary) in the process of state and local planning and accountability. In Perkins V, we see evidence of the compromise on this issue, with enhanced prohibition language that limits the Secretary’s role and the elimination of the negotiation process between the Secretary and states on performance measure targets. In turn, we also see more specific requirements for setting these targets, including additional stakeholder engagement and expanded definitions” (8).

​

• “Current” Update Questions
  1) https://careertech.org/Arizona
  2) http://www.azospb.gov/Documents/2019/FY%202020%20Master%20List.pdf
  3) https://www.acteonline.org/wp-content/uploads/2018/08/AdvanceCTE_ACTE_P.L.115-224Summary_Updated080618.pdf
  4) https://www.acteonline.org/wp-content/uploads/2018/02/HEA_Priorities_2017.pdf
   

  • What is your state’s Perkins allocation for FY18 (actual), FY19 (estimated), and FY20 (estimated)?
    Arizona’s Perkins allocation for these years is:
    FY18 (actual: $28,612,665), (1).
    FY19 (actual: $30,287,504), (1).
    FY20 (estimated: $25.8 million); “This includes oversight of over $25.8 million of Federal Carl Perkins funds” (2, p306).

  • What is the actual impact (practical application/meaning) of the supplant clause in CTE funding?
    “Current supplement [increase of current state expenditures]-not-supplant [replacement of current state expenditures] requirements stay intact under Perkins V.  
    “While Perkins V maintains the current 100 percent state fiscal effort requirement that compels eligible agencies to maintain the same fiscal effort, on an aggregate or per-pupil basis, as they did the year before, it also introduces some new flexibility.
    “First, Perkins V allows the eligible agency to exclude additional CTE-related expenditures including competitive or incentive-based programs (in addition to currently allowed capital expenditures, special one-time project costs, and the cost of pilot programs), at the request of the eligible agency. It is important to note that it is at the eligible agency’s discretion to include or exclude any of these expenditures.
    “Second, the new maintenance of effort (MOE) language affords eligible agencies the one-time-only opportunity to “reset” their existing MOE baseline level for the first full fiscal year following the law’s enactment date (which would be FY 2020). However, eligible agencies may still elect to maintain their existing baseline should they choose to do so. If reset, the new baseline must be at least 95 percent of prior year expenditures. The waiver language is also amended to remove the option for the Secretary to waive the requirements of 5 percent of expenditures for one year, but maintains waivers in the event of exceptional or uncontrollable circumstances” (3).

  • Which of ACTE’s priorities for the Higher Education Act do you think would impact CTE the most and why?
    Of the three ACTE recommended priorities listed in the above citation, I believe subparagraph b of number 3 has the potential of impacting CTE the most. This priority states: “Support CTE Teacher Preparation Programs and Alternative Paths to Certification [--] “There is a nationwide shortage of CTE teachers and a rapidly declining availability of CTE teacher preparation programs that should be addressed in HEA.  
       “b. Include incentives for teacher preparation programs to focus on integrating core academics and technical skills as required in the Carl D. Perkins CTE Act” (4).
    Here’s why I believe this could be the most impactful priority: Integration of these two things speaks to the challenge of a modernized 21st century approach to education that responds to both student and industry needs for academic achievement as well as workforce readiness; the following points apply:

    • The need for a teaching approach that attracts special populations and otherwise disinterested students who tend to disengage from formal learning opportunities is somewhat self-evident.

    • Likewise, the need for instructors who are prepared to apply such an approach to meet society's dual demands for well-rounded academically prepared problem solvers and technically skilled workforce participants is apparent.

    • Knowledge-based problem solving is a workforce skill as much as technical ability is. Both skills need to be merged as a singular concept for training future participants to productively contribute to the upward, positive development of an evolving social culture.

    • Educational pathways should mandate rather than suggest skills exploration that takes this singular concept into consideration. Academic assignments and assessments should broadly encourage the integration of student responses that include the learner’s chosen career and skill focus.

    • Instructors should be able to join students in the learning process through a mutually shared appreciation for newly discovered knowledge which is relevant to the learner’s chosen focus.

       There is an anemically fulfilled need to attract funding resources to the development of educational infrastructure 

      (administrative support and curriculum design) that relevantly responds to these points. I believe that, as the

      ACTE recommendation states, “…incentives for teacher preparation programs to focus on integrating core

      academics and technical skills as required in the Carl D. Perkins CTE Act” are a critically needed element for

      encouraging movement in a direction that will drive the ultimate success of all of its

      other recommendations.

• Upon review of the information in this lecture what is at least one advocacy related action item you can commit to taking on behalf of CTE? (could be just your particular program) before the end of the fall semester (Dec 19)
  I want to become well informed about opportunities found in the new Perkins 5 law and what actions are being taken by local CTE policymakers to understand and take full advantage of them. I can also access archived recordings of related hearings in education committees of the state legislature in order to enhance my awareness of current efforts to implement these opportunities. Another thing I can do to stay on top of issues related to CTE is go to the ACTE website at  https://www.acteonline.org/advocacy/advocacy-resources/ to study tips on how to actively engage the advocacy process.