Reauthorizing Perkins: Rigorous Academics and Career Pathways NTPN Conference October 1, 2005

Reauthorizing Perkins:Reauthorizing Perkins:Rigorous AcademicsRigorous Academicsand Career Pathways and Career Pathways

NTPN ConferenceNTPN ConferenceOctober 1, 2005October 1, 2005

1906, National Society for the Promotion of Industrial Education (Charles Prosser)

1917, The Smith-Hughes Act (salaries for vocational teachers and teacher preparation)

1959, Conant report “The American High School Today”

1983, “Nation at Risk” report, calling for more academic coursetaking in high school.

1989, Summit to establish National Education Goals

Legislative Background













1990 Perkins Reauthorization

Creation of Tech Prep pilot program, academic and technical intensity, 2 + 2 articulated programs

Integration of CTE and academics

Requiring programs to cover “all aspects of industry”


1992 SCANS report (identified key workplace skills)

1994 Goals 2000 Act (every state established academic standards)

1994 Improving America’s Schools Act (every state established academic assessments linked to standards, and accountability for federal funds. Required at least one high school assessment in reading and mathematics)

1994 School-to-Work Act (funding for innovation in school/employer partnerships.)


1995-1998. Debate over inclusion of Perkins inWorkforce Investment Act program consolidations.

1998 Perkins Reauthorization.

State established accountability systems for academic and technical skills, completion and advancement.

Federal-state accountability for meeting performance targets.

Wide state latitude in selection of indicators.

Tech Prep allowed 4+2 programs

Maintained academic integration language. Focused on “rigorous academics”


2001 No Child Left Behind Act (ESEA)

Creates common framework for state accountability systems.

Each state established annual goals for improvement leading to 100% student proficiency by 2013-2014.

Accountability system and public reporting on achievement, with disaggregated data, applies to EVERY school (not just recipients of federal funds).

States established year-by-year assessments in grades 3-8 for reading/language arts and math.

Maintained previous law on high school reading and math assessments.

Focus on teacher quality and early literacy.


2003-04 Administation Perkins proposal

Reauthorize Perkins as the Secondary and Technical Educaiton Act

Consolidate State Grant and Tech Prep programs

Require increased academic coursetaking

Require career pathways administered by college/high school partnerships

2005 Administration Proposal Create High School Innovation Fund.

Eliminate free-standing Perkins program or any specific emphasis on CTE programs.


Perkins Reauthorization:Legislative Status

H.R. 366. Introduced on 1/26/05– Based closely on H.R. 4496 from the 108th Congress.– Passed by House, 416-9 on May 4, 2005.

S. 250. Introduced on 2/1/05– Based closely on S. 2686 from the 108th Congress.– Passed by Full Senate 99-0 on March 10, 2005.

Perkins Act Appropriations (7/25/05)• House = $1,311,900,000• Senate = $1,309,400,000

Perkins Reauthorization:Key Issues

• Maintain Role for Tech Prep

• Career Pathways/Model Sequence of Courses

• Required local accountability for results

• Link Secondary Indicators to NCLB Assessments and Graduation Rates

• Create Separate secondary and postsecondary indicators

• Emphasize Validity and reliability

• Technical skills linked to recognized industry standards

• Academic core for postsecondary/work readiness

Career Pathways

Career Pathway Programs (“Model Sequence of Courses”)

• Challenging academic core linked to college/work readiness.• Non-duplicative technical courses leading to degree or

certificate.• Career pathways that are in-demand and lead to economic

self-sufficiency.• At least one offered by each local recipient. • State role in identification and/or approval of qualified

programs.

Hans MeederHans [email protected]@comcast.net

Beto GonzalezBeto GonzalezActing Assistant Secretary, OVAEActing Assistant Secretary, OVAEU.S. Department of EducationU.S. Department of Education

Denise Forte, Staff AdvisorDenise Forte, Staff [email protected]@mail.house.govU.S. House of RepresentativesU.S. House of RepresentativesCommittee on Education and the WorkforceCommittee on Education and the Workforce

American Diploma Project

“Successful preparation for both postsecondary education and employment requires learning the same rigorous English and mathematics content and skills. No longer do students planning to go to work after high school need a different and less rigorous curriculum than those planning to go to college.”

American Diploma Project Network22 States as of September 2005

Alabama, Arkansas, Colorado, Delaware, Georgia, Idaho, Indiana, Alabama, Arkansas, Colorado, Delaware, Georgia, Idaho, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, New Jersey, North Carolina, Ohio, Minnesota, Mississippi, New Jersey, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, Texas Oklahoma, Oregon, Pennsylvania, Rhode Island, Texas

ADP Network Priorities

1. Raise high school standards to the level of what is actually required to succeed in college or in the workforce.2. Require all students to take rigorous college and work-ready curriculum.3. Develop tests of college and work readiness that all students will take in high school.

4. Hold high schools accountable for graduating all students ready for college and work, and hold colleges accountable for the success of the students they admit.

The National High School Alliance

Documents

Reauthorizing Perkins: Rigorous Academics and Career Pathways NTPN Conference October 1, 2005