DRAFT RECOMMENDATIONS FOR THE REAUTHORIZATION OF THE PERKINS CAREER AND TECHNICAL EDUCATION ACT

Transcription

1 DRAFT RECOMMENDATIONS FOR THE REAUTHORIZATION OF THE PERKINS CAREER AND TECHNICAL EDUCATION ACT 1. CTE must be relevant and meaningful for students Current Status: Current law includes a definition of Career and Technical Education that encompasses both the need to provide students with academic and technical knowledge courses and opportunities, including through industryrecognized credentials, certification or an associate degree. The Perkins Act reauthorization should include: An updated definition of career and technical education to strengthen the focus on integrated academics and highlight additional models for students to demonstrate their skills as follows: Sec. 3 Definitions: (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 is aligned with challenging academic standards the state academic plan as outlined in 20 USC 6311(b)(1), (ii) provides relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions; (iii) provides technical skill proficiency, an industry-recognized credential, national, portable industry certificate, employer-engaged badge, or an associate degree and leads to a recognized post-secondary credential; and (iv) may include prerequisite courses (other than a remedial course) that meet the requirements of this subparagraph; and (v) shall incorporate linkages between secondary and postsecondary programs, including articulated early college programs with dual-orconcurrent enrollment opportunities that provide postsecondary credit or advanced standing for advanced placement classes or articulated credit. (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 occupationspecific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual. 1

2 (C) to the extent practicable, provide students with work-based learning opportunities and enable all students participating in a career and technical education program to participate in those activities; (D) are provided to secondary school participants through a Personalized Academic and Career plan. A definition for Recognized Postsecondary Credential reflecting this term as newly defined under the recently enacted Workforce Innovation and Opportunity Act (WIOA): Sec. 3 Definitions (24) RECOGNIZED POSTSECONDARY CREDENTIAL. The term recognized postsecondary credential means a credential consisting of an industry-recognized certificate or certification, a certificate of completion of an apprenticeship, a license recognized by the State involved or Federal Government, or an associate or baccalaureate degree. A focus on personalized academic and career plans through which students are provided the counseling and support necessary to develop a clear and articulated path for meeting their specific education and career goals by adding a definition of Personalized Academic and Career Plan as follows: Sec. 3 Definitions (--) PERSONALIZED ACADEMIC AND CAREER PLAN. The term personalized academic and career plan means a plan that provides students with a course of study that links their in-school and out-of-school educational and related activities with their academic and career goals. A Definition for Work-Based Learning to increase business involvement and ensure the hands-on experiences students have in their chosen career field are relevant. Sec. 3 Definitions (--) WORK-BASED LEARNING. Sustained interactions with industry or community professionals in real workplace settings, to the extent practical, or simulated environments that foster in-depth, first-hand engagement with the tasks required of a given career field. 2

3 2. Recipients of Perkins funding must be accountable for results Current Status: States are held accountable for meeting annual levels of performance in core indicators, which are negotiated with the U.S. Secretary of Education. For secondary education programs, these indicators focus on student academic achievement on statewide assessments, high school graduation, skill attainment and related outcomes. At the post-secondary level, these indicators focus on student attainment of challenging career and technical skill proficiencies; student attainment of an industry-recognized credential, certificate or degree; student retention in post-secondary education or transfer to a baccalaureate degree program, and related outcomes. With limited exception (specifically with respect to academic attainment), states have discretion in determining how these indicators are measured. While many states have worked toward common definitions, variability continues to exist, including in areas such as what constitutes technical skills attainment and how participants are defined. Such variability makes it difficult for programs, schools and states to benchmark their outcomes against each other. While grantees are held accountable for meeting specific levels of performance, they have limited flexibility in how to spend funds received under the Perkins Act. Under the program, grantees are required to carry out a long list of specific activities. These required activities should be given a priority, but ultimately, flexibility should be provided to allow grantees to use funds in ways most likely to lead to success for meeting the outcomes for which they are being held accountable. The Perkins Act reauthorization should include: A process to develop common definitions and indicators of performance that aligns to those used for other applicable federal programs, ensuring that all such measures are reliable and enabling the comparison of performance across states as follows: In subsection 113 (b)(2), delete subparagraphs (D) [Existing Indicators] and (E) [State Role]. In their place, insert a new subparagraph (D) reading: (D) COMMON PERFORMANCE INDICATORS. -- The Secretary shall take such actions as are needed to ensure that eligible agencies use common definitions and indicators of performance, which shall, to the extent possible, be the same as or otherwise align with those used for other applicable federal programs, so as to ensure that all such measures are reliable and to enable the comparison of performance across States and eligible recipients. A specific Employer Measure for Indicators of Performance consistent with WIOA: In subsection 113(b)(2)(A), add a new clause (vii) to read as follows (secondary level): 3

4 (vii) the indicators of effectiveness in serving employers established pursuant to clause (G). In subsection 113(b)(2)(B), add a new clause (vi) to read as follows: (vi) the indicators of effectiveness in serving employers established pursuant to clause (G). In subsection 113(b)(2), add a new paragraph (G) to read as follows: (iv) Indicator for services to employers.--prior to the commencement of the second full program year after the date of enactment of this Act, for purposes of clauses (B)(vi), the Secretary of Education, after consultation with representatives of employers, shall jointly develop and establish 1 or more primary indicators of performance that indicate the effectiveness of the core programs in serving employers. Provide flexibility for states and local grantees to better target resources by repealing the current mandate to carry out an exhaustive list of specific required activities and instead, make these activities a priority : SEC STATE LEADERSHIP ACTIVITIES. (a) GENERAL AUTHORITY. From amounts reserved under section 112(a)(2), each eligible agency shall (1) conduct State leadership activities described under subsection (b), directly or through a competitive grant process; and (2) measure the effectiveness of such use of funds based on the extent to which they assist in improving performance toward meeting State and local adjusted levels of performance establish under section 113 (b) REQUIRED PRIORITY USES OF FUNDS. The In carrying out State leadership activities described in subsection (a) shall include, an eligible agency shall give highest priority to-- [Note: These priority activities would include the current law required activities in addition to the activities highlighted under recommendation #4 related to promoting innovation and rewarding success.] SEC LOCAL USES OF FUNDS. (a) GENERAL AUTHORITY. Each eligible recipient that receives funds 4

5 under this part shall use such funds to improve career and technical education programs. (b) REQUIREMENTS FOR PRIORITY USES OF FUNDS. Funds made available to eligible recipients under this part shall be used to support career and technical education programs that In carrying out activities under this part, an eligible recipient shall give highest priority to-- Expand transparency on how funds are used by requiring grantees to detail how funds were expended during the prior year, as follows: Sec. 113(b)(4)(C) LOCAL REPORT. (i) CONTENT OF REPORT. Each eligible recipient that receives an allocation described in section 112 shall annually prepare and submit to the eligible agency a report, which shall include the data described in clause (ii)(i), regarding the progress of such recipient in achieving the local adjusted levels of performance on the core indicators of performance and shall include a detailed summary of how funds were expended during the prior program year in order to achieve such performance. 5

6 3. The business community must be actively engaged in helping to inform and support CTE at the state, regional and local levels Current Status: Current law includes language providing the ability for employers to play a limited role in the development and implementation and oversight of CTE grant funds. This limited role includes the requirement that the state agency consult with businesses and others in the administration, evaluation and coordination of programs; the requirement that the state agency develop the state plan in consultation with business (and a list of 11 other groups); and the requirement that the state plan includes description of how it will involve businesses and other in the programs. New language should build upon these provisions to ensure a more critical role for the business community: The Perkins Act reauthorization should include: Demonstrated participation of business in the State and local plans, which should document specifically how business was involved over the past year and how the career and technical education programs implemented with subgrant funds reflect the needs of local employers, as demonstrated with appropriate local, state or local labor-market data and confirmed by employers, as follows: By amending Sec.134(b) Local Plan as follows: Add new paragraph as follows: () describe, and provide documentation on how, the career and technical education programs to be implemented with subgrant funds reflect the needs of local employers, as demonstrated with appropriate local, State, or local labor-market data and confirmed by employer members of the applicant s consortia; Add a new subsection as follows: (c) APPROVAL Each local plan shall include the signed approval of the local workforce development board (as established under section 107 of the Workforce Innovation and Opportunity Act), and the regional and local economic development organizations, as well as any comments of such entities regarding the plan; By amending Sec. 122(b) State Plan as follows: Add a new paragraph (d) and reorder accordingly: (d) APPROVAL FROM WORKFORCE DEVELOPMENT BOARD AND ECONOMIC DEVELOPMENT AGENCY Prior to an eligible agency submitting a plan to the Secretary for approval, such plan 6

7 shall include the signed approval of the state workforce development board (as established under section 101 of the Workforce Innovation and Opportunity Act), and the State economic development agency, as well as any comments of such entities regarding the plan; A requirement that local employers play a part in oversight, including having the local annual accountability report reviewed by the local Workforce Investment Board and be forwarded to the state with the comments of the Board. Local Chambers of Commerce should also have the opportunity to review the report to assess program effectiveness, outcomes and success and provide recommendations as to how the business community could further support local CTE programs Renumber current paragraphs (6) through (12) as (7) through (13). In section 113(b)(4)(C), insert a new clause (v): (v) WORKFORCE DEVELOPMENT BOARD AND ECONOMIC DEVELOPMENT AGENCY REVIEW AND APPROVAL. The report described in clause (i) shall include the signed approval of the local workforce development board (as established under section 107 of the Workforce Innovation and Opportunity Act) and the regional and local economic development agencies, and include any analysis and recommendations that the board may provide with regard to the effectiveness, outcomes, and success of the local programs supported under this Act in addition to any recommendations on how the activities of the local business community could further strengthen such programs. Renumber current clause (v) as clause (vi). 7

8 4. The Perkins Act must provide for state/local innovation and reward excellence Current Status: While states have discretion in how to split funds between secondary and post-secondary programs, they have little ability to incentivize innovation or reward success at either the state or local levels. The Perkins Act reauthorization should include language to: Strengthen linkages between secondary and postsecondary programs by having applications identify the specific partners with whom they will collaborate to ensure students have opportunities to participate in a cohesive secondary and post-secondary program of study, as follows: Amend Sec LOCAL PLAN FOR CAREER AND TECHNICAL EDUCATION PROGRAMS. (a) LOCAL PLAN REQUIRED. Any eligible recipient desiring financial assistance under this part (b) CONTENTS. The eligible agency shall determine requirements for local plans, except that each local plan shall (--) identify the institutions and entities, including employers, with which the grantee will collaborate to ensure students have opportunities to participate in cohesive secondary and postsecondary; Expand ability for states to carry out innovative programs, as follows:. Amend Sec. 112(a) to increase the current funds available for State leadership activities, as follows: Sec. 112 WITHIN STATE ALLOCATION (a) IN GENERAL. From the amount allotted to each State under section 111 for a fiscal year, the eligible agency shall make available (1) not less than percent for distribution under section 131 or 132, of which not more than 10 percent of the 80 percent may be used in accordance with subsection (c); (2) not more than percent to carry out State leadership activities described in section 124, of which [Note: the current 5% for State admin would be unchanged.] Amend Sec. 112(c) to focus current targeted reservation on demand 8

9 driven investments, as follows: Sec. 112 WITHIN STATE ALLOCATION (c) RESERVE FOR DEMAND DRIVEN INVESTMENTS IN TARGETED AREAS. (1) IN GENERAL. From amounts made available under subsection (a)(1) to carry out this subsection, an eligible agency in cooperation with the state commerce or economic development agency, may award grants to eligible recipients for career and technical education activities described in paragraph (2) section 135 in (A) rural areas; (B) areas with high percentages of career and technical education students; and (C) areas with high numbers of career and technical students. (2) USE OF FUNDS. Funds made available under paragraph (1) shall be used to carry out (A) Demand driven strategies, including supporting the organization, planning, and implementation of local or regional public-private collective impact partnerships that advance career pathway strategies and objectives ; (B) Develop employer capacity in coordinating and delivering supports to education and training providers; and (C) Scaling-up youth employment strategies; and (D) Invest in demand-driven, employer managed, talent pipelines that leverage flexible and responsive provided networks tied to employer measures. Amend Sec. 124 State Leadership Activities to place a priority on states to use their leadership funds to award incentive grants based upon programs and initiatives that are proven to have success, by striking Section 124(c)(10) incentive grants from current law permissible uses of funds and, move to Sec. 124 (b) Priority Uses of Funds (as proposed in Recommendation #2), also amend this section to including additional activities aimed at promoting innovation, as follows: 9

10 SEC STATE LEADERSHIP ACTIVITIES [ (10) awarding incentive grants to eligible recipients (A) for exemplary performance in carrying out programs under this Act, which awards shall be based on (i) eligible recipients exceeding the local adjusted levels of performance established under section 113(b) in a manner that reflects sustained or significant improvement; (ii) eligible recipients effectively developing connections between secondary education and postsecondary education and training; (iii) the adoption and integration of coherent and rigorous content aligned with the state academic plan as outlined in 20 U.S.C. 6311(b)(1) challenging academic standards and with the technical coursework; (iv) eligible recipients progress in having special populations who participate in career and technical education programs meet local adjusted levels of performance; or (v) other factors relating to the performance of eligible recipients under this Act as the eligible agency determines are appropriate;] *Note: Language from paragraph (10) is identical to current law sec. 124(c)(10) Permissible Uses of funds (11) promoting innovation, such as by-- (A) expanding opportunities for students to participate in high-quality distance education and blended learning programs, including through course selection initiatives, where students have access to a wide array of academic and career-focused programs. (B) Expanding opportunities for students to participate in competency based education programs that measure skill attainment and learning through assessments; (C) developing collaborative regional or statewide partnerships to design new courses and curricula in order to reduce duplication of effort; and (D) supporting programs where students can earn both a high school diploma and a free associates degree through a cohesive six-year program that combines 10

11 high school, college, and career training along with significant business participation. Amend State Reservations to fund pay-for-performance projects in which States would be required to reserve up to 10 percent of their allocations to make awards to consortia of eligible recipients (school districts or institutions of higher education) and non-governmental organizations to carry out pay-for-performance (PFP) projects, as follows: Amend Sec. 112 Within State Allocation Insert a new subsection (a)(4) reading: (4) an amount equal to not more than 10 percent shall be used for the implementation of pay-for-performance agreements as described in section 116(h) of the Workforce Innovation and Opportunity Act of Enable local grantees to put a priority on using funds to carry out innovative projects, as follows: Amend Sec. 135(b) PRIORITY USES (of Local) FUNDS by inserting: (11) promoting innovation, such as by-- (A) expanding opportunities for students to participate in highquality distance education and blended learning programs, including through course selection initiatives, where students have access to a wide array of academic and career-focused programs. (B) Expanding opportunities for students to participate in competency-based education programs that measure skills and learning through assessments; (C) participating in collaborative regional or statewide partnerships to design new courses and curriculum in order to reduce duplication of effort; and (D) supporting programs where students can earn both a high school diploma and a free associates degree through a cohesive six-year program that combines high school, college, and career training along with significant business participation. 11