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Find similar grantsStrengthening Career and Technical Education for the 21st Century Act (Perkins V) Postsecondary Allocation Grant is sponsored by Massachusetts Department of Elementary and Secondary Education. Supports postsecondary institutions in enhancing career and technical education programs in Massachusetts.
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The Carl D. Perkins Career and Technical Education Act (Perkins Act), as amended most recently by the Strengthening Career and Technical Education for the 21 st Century Act (Perkins V; P. L.
115-224), is the primary federal law supporting career and technical education (CTE) services offered within the states1 at the secondary and postsecondary education levels. 2 CTE, once known as vocational education, consists of educational activities that provide individuals with the knowledge and skills needed to prepare for specific careers in current or emerging professions.
CTE also prepares students for the labor market more broadly by integrating CTE with academic standards. For a brief history of Perkins Acts, see **Appendix A**. Appropriations for Perkins V were authorized by statute for FY2019 through FY2024.
3. For more information on GEPA's contingent extension of programs, see pages 3-4 of CRS Report R41119, General Education Provisions Act (GEPA): Overview and Issues .") It was funded at $1.
3 billion for FY2021. 4 The statutory purpose of Perkins V is to support the development of career and technical, as well as academic, skills among secondary and postsecondary education students enrolled in CTE programs.
It is unique among federal education programs with its emphasis on in-demand industry sectors or occupations5, which is \"(i) an industry sector that has a substantial current or potential impact (including through jobs that lead to economic self-sufficiency and opportunities for advancement) on the state, regional, or local economy, as appropriate, and that contributes to the growth or stability of other supporting businesses, or the growth of other...")
paired with specific programs of study that lead to an industry-recognized degree or credential. This report provides an overview of Perkins V, including its design, implementation, and funding as described in statute.
After a brief introduction to CTE, the report is divided into sections that focus on a detailed description of the Basic State Grants (BSG), discuss National Activities and other programs under Title I, and summarize additional provisions under Title II. A final section summarizes Perkins V authorizations and appropriations.
The appendices provide a brief history of federal involvement in CTE as well as formulas and allocations for the BSG. [](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)Career and Technical Education under Perkins V For the purposes of Perkins V, CTE includes organized educational activities that impart technical or occupational skills and academic content at the secondary and postsecondary levels and lead to an industry-recognized credential, a certificate, or an associate's degree, or to further education.
CTE courses are more directly tied to specific professions or occupational fields than liberal arts courses. 6.")
Perkins V Definition of Career and Technical Education Under Perkins V, _career and technical education_ is defined as "organized educational activities that (A) offer a sequence of courses that— (i) provides individuals with rigorous academic content and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions, which may include high-skill, high-wage or in-demand industry sectors or occupations, which shall be, at the secondary level, aligned with the challenging State academic standards adopted by a State under section 1111(b)(1) of the Elementary and Secondary Education Act (ESEA) of 1965; (ii) provides technical skill proficiency or a recognized postsecondary credential, which may include 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, work-based, or other applied learning that supports the development of academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual."
(§7(5)). [](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)Career and Technical Education at the Secondary Education Level CTE at the secondary level consists of programs designed to prepare students for specific careers and occupational fields. Completing a secondary CTE program may lead to an industry-recognized credential or certificate, continuation of education at the postsecondary level, or immediate entry into the workforce.
Secondary CTE providers typically include * public and private high schools, including Bureau of Indian Education (BIE) schools;7 * CTE-specific schools, area CTE schools,8 a specialized public secondary school used exclusively or principally for the provision of career and technical education to individuals who are available for study in preparation for entering the labor market; (B) the department of a public secondary school exclusively or principally used for providing career and technical education in not fewer than 3 different fields that are available to all students, especially in high-skill, high-wage, or in-demand industry se...")
and career academies within comprehensive high schools, which are all focused on providing occupational preparation; * detention centers and correctional facilities; and * cooperative programs with community or technical colleges. CTE courses are widely available to high school students.
According to the latest data, published by the National Center for Education Statistics in 2020, the majority (88%) of public high school graduates in 2013 attained at least one CTE credit and are considered CTE participants; 38% earned at least two CTE credits in a single occupational area,9 satisfying the Perkins V definition of a CTE concentrator. 10 [](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)Career and Technical Education at the Postsecondary Education Level CTE at the postsecondary level consists of programs designed to prepare students for specific careers and occupational fields. Completing a postsecondary CTE program may lead to an associate's degree, an industry-recognized credential, or a certificate.
Postsecondary CTE providers typically include * community and technical colleges; * private two-year colleges; * public and private four-year universities; * employers, labor organizations, and other industry organizations that provide apprenticeship and pre-apprenticeship programs; * adult workforce education centers; and * correctional facilities. [](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
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gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
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gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)Perkins V Perkins V (P. L. 115-224) was enacted on July 31, 2018, and provided authorizations of appropriations for several programs for FY2019 through FY2024.
[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)Structure and Purpose of the Act Perkins V authorizes funding for three separate programs or initiatives: * National Activities;12 and * the Tribally Controlled Postsecondary Career and Technical Institutions (TCPCTI) Program.
13 Perkins V provides the main source of direct federal funding for CTE programs.
14 The purpose of the act is to develop more fully the academic knowledge and employability skills of secondary and postsecondary education students by15 * 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; * 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 CTE students; * increasing state and local flexibility in providing services and activities designed to develop, implement, and improve CTE; * conducting and disseminating national research and disseminating information on best practices that improve CTE programs and programs of study, services, and activities; * providing technical assistance that promotes leadership, initial preparation, and professional development at the state and local levels, and improves the quality of CTE teachers, faculty, administrators, and counselors; * supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area CTE schools, local workforce investment boards,16 were established under the Workforce Investment Act of 1998 (WIA, P.
L. 105-220 ) to administer employment a nd training services under the a ct. The Workforce Innovation and Opportunity Act (WIOA, P.
L. 113-128 ) succeeded WIA as the primary federal workforce development statute. Under the WIOA, entities called workforce development boards (WDBs) perform functions similar to WIBs under WIA.")
business and industry, and intermediaries; * 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; 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,17 not later than 2 years after the date on which the parent applies for assistance un...")
youth who are in, or have aged out of, the foster care system, and homeless individuals. The following sections provide a detailed description of the Title I Basic State Grants program, discussion of other Title I programs, and information about additional provisions, authorizations, and appropriations levels. [](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)Title I—Basic State Grants Program The BSG program is a formula grant program that receives over 90% of the aggregate funds appropriated for Perkins V. The uses of BSG funds are closely aligned with the stated purpose of Perkins V discussed above.
This section of the report describes the BSG program funding allocation formulas, planning activities at the state and local levels, uses of funds, and reporting and accountability requirements. [](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)Brief Overview of Allocation Procedures After set-asides for some of the outlying areas and Native American and Native Hawaiian programs, BSG grant funds are allocated to the 50 states, the District of Columbia (DC), Puerto Rico, and the U.S. Virgin Islands.
Funds are allocated initially through foundational grants equal to FY2018 grant allocations (ratably reduced if insufficient funding is available).
When appropriations are in excess of the amount of funding needed to provide foundational grants, the excess appropriations (hereinafter referred to as _new money_) are then, subject to some small state minimum grant requirements, allocated according to population and per capita income through a factor-based formula discussed below. [](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)Reservations Set-Aside for Guam, American Samoa, the Northern Mariana Islands, and Palau18 _O_ _utlying areas_ in Section 3(21) refer to the U. S.
Virgin Islands, Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, and the Republic of Palau. However, the U.S. Virgin Islands are defined as a state for the purposes of the BSG formula (Perkins V, §111(d)) and receive funds under the state grant formula. The total set-aside for Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, and the Republic of Palau is 0.
13% of the amount appropriated for BSG. From this set-aside, Guam receives an initial allotment of $660,000; American Samoa and the Northern Mariana Islands receive $350,000 each; and the Republic of Palau receives $160,000. The remainder of the set-aside is divided equally among the aforementioned outlying areas.
Set-Aside for Native American and Native Hawaiian Programs19 The Secretary of Education (hereinafter referred to as the Secretary) is required to reserve 1. 25% of BSG funds for the Native American Career and Technical Education Program (NACTEP). Eligible entities for NACTEP funds include federally recognized Indian tribes, tribal organizations, Alaska Native entities, BIE schools,20 and consortia of such entities.
The funds are awarded competitively. NACTEP funds may be used to carry out CTE programs and services or to provide direct assistance to CTE students. 21 The Native Hawaiian CTE Program (NHCTEP), which receives a 0.
25% reservation from the total BSG appropriation, requires the Secretary to award grants to community-based organizations serving and representing Native Hawaiians to plan and administer CTE programs that benefit Native Hawaiians. 22 The funds are awarded competitively. [](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)State Allocation Formula23 After reservations for Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, the Republic of Palau, and the Native American and Native Hawaiian CTE Programs, BSG funds are awarded to the 50 states, DC, Puerto Rico, and the U.S. Virgin Islands.
Each of the 50 states, DC, Puerto Rico, and the U.S. Virgin Islands receives a foundational grant equal to its FY2018 BSG allocation. If the appropriation is less than the FY2018 appropriation, such foundational grant allocations are ratably reduced.
If appropriations exceed the FY2018 appropriations level, up to one-third of the new money (i.e., appropriations in excess of the FY2018 BSG appropriations level) would first be allocated to states that received less than 0. 5% of total appropriations. Then, either when all states would have reached the 0.
5% level, or when one-third of the new money would be allocated, at least two-thirds of the new money plus any remainder would be allocated based on states' population and per capita income (PCI) factors. The formula awards proportionally larger amounts to states with larger populations in the age range traditionally targeted by CTE programs (15 to 19 years old) and to states with lower than average PCIs.
See **Appendix B** for a more detailed explanation of this formula, and **Appendix C** for the actual FY2020 BSG state allocations. [](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
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gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)Allocation of State and Local Funds Perkins V requires states to allocate * at least 85% to the local level, * up to 10% for state leadership activities,24 of which up to 2% can serve individuals in state correctional institutions, juvenile justice facilities, and institutions that serve students with disabilities; and * up to 5% or $250,000 (whichever is greater) for program administration. [](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)Within-State Distribution25 States decide the split of local level funds between CTE providers at the secondary and postsecondary levels. These proportions vary widely from state to state.
26, while the smallest was Rhode Island's (10%). (Perkins Collaborative Resource Network data https://cte. ed.
gov/grants/state-allocations as analyzed by CRS.)") Additionally, up to 15% of the funds available for allocation at the local level may be awarded to support CTE in a collection of specified settings. These funds may be awarded to local CTE providers that are in rural areas, or providers in areas with high percentages of CTE students, areas with high numbers of CTE students, and areas with disparities or gaps in performance.
The statute does not specify how the states are to allocate these funds to eligible recipients. Distribution at the Secondary Education Level Eligible recipients of funds at the secondary education level are local educational agencies (LEAs), including public charter schools that operate as LEAs; BIE schools; area CTE schools providing secondary education;27 educational service agencies;28 or consortia of such entities.
The formula for distributing money to the secondary level29 is * 70% of the funds are allocated based on each local recipient's share of individuals aged 5 through 17 living below the poverty line, compared to the total population of individuals aged 5 through 17 living below the poverty line in the entire state; and * 30% of the funds are allocated based on each local recipient's share of all individuals aged 5 through 17. 30(1)).")
If a secondary level local recipient's calculated allotment is less than $15,000, the recipient must form a consortium with other eligible secondary level recipients in order to meet the minimum grant requirement. This requirement can be waived if the recipient is unable to enter into a consortium and is either located in a rural, sparsely populated area or is a public charter school operating a CTE program.
Distribution at the Postsecondary Education Level Eligible recipients of funds at the postsecondary education level are public or nonprofit institutions of higher education (IHEs), LEAs providing postsecondary education, area CTE schools providing postsecondary education, tribally controlled colleges and universities, educational service agencies, and consortia of such entities.
Funds are distributed to eligible local recipients at the postsecondary level based on their share of Pell Grants recipients and recipients of assistance from the BIE who are enrolled in CTE programs. 31 The minimum grant amount is $50,000. If a state chooses to distribute 15% or less of its total allocation to the postsecondary level, that state may allocate funds on a competitive basis or using any alternative method.
[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)State Planning and State Leadership Activities This section describes required components of state plans as well as requirements and permissible uses of funds for state leadership activities.
In order to receive funding, each eligible agency33 of Perkins IV as \"a State board designated or created consistent with State law as the sole State agency responsible for the administration of career and technical education in the State or for the supervision of the administration of career and technical education in the State. \"") must submit a four-year state plan to the Secretary.
These plans vary widely in composition, scope, and allocation of funding between secondary and postsecondary CTE, including whether they have statewide articulation agreements.
34All plans must be developed through public hearings and in consultation with the governor and appropriate state agencies, as well as a variety of stakeholders, including CTE teachers, faculty, and administrators; career guidance and academic counselors; eligible recipients;35, an area CTE school, an educational service agency, an Indian tribe, tribal organization, or tribal educational agency or a consortium, eligible to receive assistance under Section 131, or an eligible institution or consortium of eligible institutions eligible to receive assistance under Section 132.")
parents and students; representatives of special populations;36 of Perkins IV and means individuals with disabilities; individuals from economically disadvantaged families, including low-income youth and adults; individuals preparing for non-traditional fields; single parents, including pregnant women; out-of-workforce individuals; English learners; homeless individuals; youth who are in, or have aged out of, the foster care system; and youth with a parent who is a member of the Armed Forces or is...")
representatives of business, industry, and labor organizations; representatives of two-year minority-serving IHEs and, where possible, historically Black and tribally controlled colleges and universities; representatives of the state workforce development board; representatives of agencies serving out-of-school youth, homeless children, and students with disabilities; and representatives of Indian tribes and tribal organizations that may be present in the state.
37 The plan contents must, among other requirements, include such information as a description of * supported CTE activities, including the degree to which programs are aligned with and address the education and skill needs of the employers identified by the state board; * a strategic vision and set of goals for preparing an educated and skilled workforce (including special populations) and for meeting the skilled workforce needs of employers, including in existing and emerging in-demand industry sectors and occupations as identified by the state; * a strategy for any joint planning, alignment, and coordination of funds between CTE programs with the state's workforce development system and other federal programs; * CTE programs of study to be offered by the state (for more information on programs of study, see the text box below); * professional development, recruitment, and retention strategies for CTE teachers, faculty, administrators, and career and guidance counselors; * efforts to facilitate the successful transition of CTE students from sub-baccalaureate programs into baccalaureate degree programs at IHEs; * how the state will annually evaluate the effectiveness of its CTE programs; and * the state's CTE programs aimed at members of special populations.
According to Section 7(41) of Perkins V, programs of study (POS) are coordinated, nonduplicative sequences of academic and technical content at the secondary and postsecondary level that * incorporate challenging academic standards; * address both academic and technical knowledge and skills, including employability skills; * are aligned with the needs of industries; * progress in specificity; * have multiple entry and exit points that incorporate credentialing; and * culminate in the attainment of a recognized postsecondary credential.
POS are not federally prescribed curricula.
38 explicitly states that no provision included in the majority of federal education programs administered by the U.S. Department of Education is intended to authorize the federal government to exercise control over curriculum, instructional programs, administration, or school personnel or in the selection of printed material, or in the assignment of transportation of students or teachers to overcome a racial imbalance.")
A POS may include the opportunity for secondary education students to acquire postsecondary credits through dual or concurrent enrollment programs or in other ways. Eligible CTE providers at the local level must offer the elements of at least one POS that is described by the state in its state plan.
As an alternative to the state plan described above, a state may submit a state plan as part of the combined plan submitted under Section 103 of the Workforce Innovation and Opportunity Act (WIOA; P. L. 113-128).
39 The state plan is approved by the Secretary of Education unless it does not meet the minimum requirements of Perkins V related to core performance indicators. 40 The Secretary may disapprove a state plan only after giving the state agency notice and an opportunity for a hearing.
At the end of the period covered by the first four-year plan, a state may submit a subsequent four-year plan or submit for secretarial approval annual revisions to only the state-determined levels of performance. [](https://www. congress.
gov/crs-product/R47071)State Leadership Activities41 States may reserve up to 10% of their allotments for state leadership activities. Of these funds, an amount equal to not more than 2% of the total state allotment must be used for individuals in state institutions, such as state correctional institutions, juvenile justice facilities, and educational institutions serving individuals with disabilities.
States are required to reserve at least the lesser of 0. 1% of their state allocations or $50,000 for recruiting members of special populations to enroll in CTE programs. Additionally, between $60,000 and $150,000 must be reserved for services preparing individuals for nontraditional fields.
42 State leadership activities must include support for * "(A) preparation for non-traditional fields in current and emerging professions, programs for special populations, and other activities that expose students, including special populations, to high-skill, high-wage, and in-demand occupations; * (B) individuals in State institutions, such as State correctional institutions, including juvenile justice facilities, and educational institutions that serve individuals with disabilities; * (C) recruiting, preparing, or retaining career and technical education teachers, faculty, specialized instructional support personnel, or paraprofessionals, such as preservice, professional development, or leadership development programs; * (D) technical assistance for eligible recipients;" and * a report on the effectiveness of such use of funds in achieving the goals described in the state's strategic vision as described in the state plan and the state determined levels of performance, and reducing disparities or performance gaps between student subgroups43.")
(for more information, see the "Accountability" section of this report). In addition to these required activities, there are several permissible state leadership activities outlined in Section 124.
These include * developing statewide programs of study, which may include standards, curriculum, and course development, and career exploration, guidance, and advisement activities and resources; * establishing statewide articulation agreements aligned to approved, locally developed programs of study; * establishing statewide industry or sector partnerships among LEAs, IHEs, adult education providers, Indian tribes and tribal organizations, employers, and parents; * high-quality comprehensive professional development for teachers and staff that is, to the extent practicable, grounded in evidence-based research; * awarding incentive grants to eligible recipients; * "the creation, implementation, and support of pay for success initiatives leading to a recognized postsecondary credential"; * "support for programs and activities that increase access, student engagement, and success in science, technology, engineering, and mathematics fields (including computer science, coding, and architecture), support for the integration of arts and design skills, and support for hands-on learning, particularly for students who are members of groups underrepresented in such subject fields, such as female students, minority students, and students who are members of special populations"; * "making all forms of instructional content widely available, which may include use of open educational resources; * developing valid and reliable assessments of competencies and technical skills and enhancing data systems to collect and analyze data on secondary and postsecondary academic and employment outcomes; * support for accelerated learning programs"; * support for career academies; and * "other state leadership activities that improve CTE."
[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)Local Activities In order to receive Perkins funding, an eligible recipient at the local level must submit a local plan to the state eligible agency. Plans must be developed in consultation with a diverse group of stakeholders.
The local plan contents must include such information as a description of * the results of the comprehensive needs assessment45; * "information on the career and technical education course offerings and activities that the eligible recipient will provide with funds under this part, which shall include not less than 1 program of study approved by a state," * collaboration with local workforce development boards and other local workforce agencies, one-stop delivery systems,46 and other partners, to provide * "career exploration and career development coursework, activities, or services; * career information on employment opportunities that incorporate the most up-to-date information on high-skill, high-wage, or in-demand industry sectors or occupations, as determined by the comprehensive needs assessment"; and * "an organized system of career guidance and academic counseling to students before enrolling and while participating in a career and technical education program"; * how the eligible recipient will improve the academic and technical skills of CTE students through the integration of standards-aligned content to ensure learning in the subjects that constitute a well-rounded education47; * how the eligible recipient will provide activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors or occupations that will lead to self-sufficiency, prepare CTE participants for non-traditional fields, provide equal access for special populations to CTE, and ensure that members of special populations will not be discriminated against on the basis of their status as members of special populations; * work-based learning opportunities and opportunities to gain postsecondary credit while in high school, such as through dual or concurrent enrollment programs or early college high school; * "how the eligible recipient will coordinate with the eligible agency and institutions of higher education to support the recruitment, preparation, retention, and training, including professional development, of teachers, faculty, administrators, and specialized instructional support personnel and paraprofessionals who meet applicable state certification and licensure requirements (including any requirements met through alternative routes to certification), including individuals from groups underrepresented in the teaching profession"; and * how the eligible recipient will address disparities or gaps in performance as described in each of the plan years.
As at the state level, eligible recipients (also known as local providers) at the local level have a list of required uses of funds. They must develop, coordinate, implement, or improve CTE programs that meet the needs identified in the comprehensive needs assessment and that are of sufficient size, scope, and quality to be effective.
These programs must * "provide career exploration and career development activities through an organized, systematic framework designed to aid students, including in the middle grades, before enrolling and while participating in a career and technical education program, in making informed plans and decisions about future education and career opportunities and programs of study"; * "provide professional development for teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, or paraprofessionals"; * provide CTE students the skills necessary to pursue careers in high-skill, high-wage, or in-demand industry sectors or occupations; * support the integration of academic skills into CTE programs and programs of study; * support the implementation of CTE programs and programs of study that increase local levels of performance; and * develop and implement evaluations, including evaluations necessary to complete the comprehensive needs assessment.
Each eligible recipient may use up to 5% of its local funds for administrative costs. [](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)Accountability Under Perkins V, states and local CTE providers that receive Perkins funds are required to satisfy certain accountability requirements based on student outcomes for CTE concentrators. The accountability requirements in Section 112 are intended to optimize the return on investment of federal CTE funds.
While Perkins V mandates the inclusion of core indicators, each state decides on the appropriate levels of performance for each of the core indicators described below, as well as any additional indicators included in its approved plan. The Secretary of Education cannot assist in establishing these levels unless requested by the state, but the levels should take into account how they compare with the levels in other states.
For example, a state may decide upon a 70% statewide goal for CTE concentrators to earn an industry-recognized postsecondary credential. **Table 1** provides one such example. Localities must either accept these state-determined levels of performance or negotiate with the state to reach agreement on new levels of performance.
[](https://www. congress. gov/crs-product/R47071)[](https://www.
congress. gov/crs-product/R47071)[](https://www. congress.
gov/crs-product/R47071)[](https://www. congress. gov/crs-product/R47071)Table 1.
Sample State-Determined Levels of Postsecondary Performance Indicator FY2021 FY2022 FY2023 FY2024 Postsecondary Retention and Placement 69. 0%69. 4%69.
8%70. 4% Earned Industry-Recognized Postsecondary Credential 70. 1%70.
5%70. 9%71. 3% Nontraditional Program Enrollment 9.
6%9. 8%9. 9%10.
1% Both the state and the local provider are held accountable for meeting at least 90% of the level of performance for each indicator. If a state or local provider fails to meet at least 90% of the levels of performance for one or more indicators, the state or local provider is required to develop and implement an improvement plan. Funds may be withheld from a state or local provider that subsequently fails to meet certain criteria.
[](https://www. congress.
gov/crs-product/R47071)Core Indicators of Performance49 The core indicators of performance at the secondary level are * the four-year adjusted cohort high school graduation rate for CTE concentrators;50 * the proficiency of CTE concentrators as measured by state academic performance standards on state tests in accordance with Title I of the Elementary and Secondary Education Act (ESEA); * "the percentage of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C.
12511 et seq.) , are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C.
2504(a)), or are employed"; * "the percentage of CTE concentrators in CTE programs or programs of study that lead to non-traditional fields"; and * at least one of the following: * "[t]he percentage of CTE concentrators graduating from high school having attained a recognized postsecondary credential," * the percentage of CTE concentrators graduating from high school having attained postsecondary credits through a dual or concurrent enrollment program or another credit transfer agreement, or * "The percentage of CTE concentrators graduating from high school having participated in work-based learning."
The core indicators of performance at the postsecondary level are * "(i) The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in advanced training, military service, or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.)
, are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained in employment. * (ii) The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in a program or within 1 year of program completion.
* (iii) the percentage
According to the current listing, eligibility includes: Postsecondary institutions in Massachusetts. Confirm the full requirements in the official notice before applying.
Strengthening Career and Technical Education for the 21st Century Act (Perkins V) Postsecondary Allocation Grant is funded by Massachusetts Department of Elementary and Secondary Education. Verify program details on the funder's official page before applying.
This opportunity targets applicants in Massachusetts. If your organization operates elsewhere, check the official notice for location requirements.
Start from the official opportunity page linked in this listing — it carries the sponsor's submission instructions.
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