Carl D. Perkins Career and Technical
Education Act of 2006: Background and
Performance

Cassandria Dortch
Analyst in Education Policy
December 5, 2012
Congressional Research Service
7-5700
www.crs.gov
R42863
CRS Report for Congress
Pr
epared for Members and Committees of Congress

Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

Summary
The Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV; P.L.
109-270) supports the development of academic and career and technical skills among secondary
education students and postsecondary education students who elect to enroll in career and
technical education (CTE) programs, sometimes referred to as vocational education programs.
Perkins IV was authorized through FY2012, which ended on September 30, 2012. The
authorization is extended through FY2013 under the General Education Provisions Act. The U.S.
Department of Education issued its blueprint for reauthorization in April 2012. This report
provides a summary of Perkins IV.
The largest program authorized under Perkins IV is the Basic State Grants program. This program
provides formula grants to states to develop, implement, and improve CTE programs, services,
and activities. The formula awards proportionally larger grants to states with larger populations
that are in the age range traditionally enrolled in high school or within two years of high school
graduation and to states with a lower than average per capita income. Incorporated in the formula
are certain features that guarantee minimum funding levels. These features are a FY1998 hold
harmless and a minimum equal to 0.5% of the total amount available for state grants. Each state is
able to decide how much of its federal funds will be dedicated to secondary education and how
much to postsecondary education. Once this decision is made, funds must generally be distributed
to the local secondary and postsecondary education providers through formulas defined by
Perkins IV or the state. Over 12.4 million students enrolled in CTE courses during the 2008-2009
academic year (most recent data available). These courses may or may not be funded with
Perkins IV funds.
Two key requirements for receiving funds under the Basic State Grants program are offering CTE
programs of study and compliance with accountability requirements. Secondary and
postsecondary education providers must adopt the appropriate elements of at least one state-
approved CTE program of study. Programs of study incorporate secondary and postsecondary
education elements into a coordinated, nonduplicative progression of courses leading to an
industry-recognized credential, certificate, or degree. Perkins IV also requires that states and
secondary and postsecondary education providers meet targets on statutorily defined performance
measures or face sanctions.
Perkins IV also authorizes additional programs: Tech Prep, national programs, Tribally Controlled
Postsecondary Career and Technical Institutions (TCPCTI), and Occupational and Employment
Information. Of these, only national programs and TCPCTI received funding in FY2012.

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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

Contents
Introduction ...................................................................................................................................... 1
History of Federal Legislation ......................................................................................................... 2
Carl D. Perkins Career and Technical Education Improvements Act of 2006 (Perkins IV) ............ 3
Title I—Basic State Grants ........................................................................................................ 5
Reservations ........................................................................................................................ 5
State and Substate Formula Allocation ............................................................................... 7
Activities at the State Level............................................................................................... 14
Activities at the Local Level ............................................................................................. 16
Accountability and Performance ....................................................................................... 17
Title II—Tech Prep .................................................................................................................. 20
Section 114—National Programs ............................................................................................ 22
Section 117—Tribally Controlled Postsecondary Career and Technical Institutions
(TCPCTIP) ........................................................................................................................... 23
Section 118—Occupational and Employment Information ..................................................... 24
Authorization and Appropriation ............................................................................................. 24
Additional Provisions .............................................................................................................. 26
Private School Staff and Students (Section 317) ............................................................... 26
Supplement Not Supplant/Maintenance of Effort (Section 311) ....................................... 26
Perkins IV Participation and Performance Results ........................................................................ 27

Figures
Figure 1. Overview of Perkins IV Formula for Determining Basic State Grants When
Appropriations Are At or Below the FY2006 Level ................................................................... 10
Figure 2. Overview of Perkins IV Formula for Determining Basic State Grants When
Appropriations Exceed the FY2006 Base Amount ..................................................................... 11
Figure 3. Enrollment in Career and Technical Education (CTE) Courses ..................................... 27
Figure 4. Enrollment of Career and Technical Education (CTE) Concentrators in CTE
Programs, by Career Cluster, PY2008-2009 ............................................................................... 29

Tables
Table 1. Perkins IV Appropriations: FY2007-FY2012 .................................................................. 25
Table 2. Enrollment in Career and Technical Education (CTE) Courses, by Select
Disaggregated Student Categories, PY2008–2009 ..................................................................... 28

Contacts
Author Contact Information........................................................................................................... 30

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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

Introduction
The Carl D. Perkins Career and Technical Education Improvement Act of 2006 (P.L. 109-270),
reauthorized and revised the Carl D. Perkins Vocational and Technical Education Act of 1998
(Perkins III; P.L. 105-332) and renamed the act the Carl D. Perkins Career and Technical
Education Act of 2006 (Perkins IV). Perkins IV supports the development of academic and career
and technical skills among secondary education students and postsecondary education students
who elect to enroll in career and technical education (CTE) programs, sometimes referred to as
vocational education programs.1 Perkins IV was authorized by statute through FY2012 and was
funded at $1.1 billion in FY2012. The General Education Provisions Act (GEPA) automatically
extends the authorization for one additional fiscal year to FY2013.2
CTE provides occupational and non-occupational preparation at the secondary, postsecondary,
and adult education levels. Generally, CTE programs require two years or less of postsecondary
education or training. As defined in a publication by the U.S. Department of Education’s (ED’s)
National Center for Education Statistics (NCES), CTE prepares students for roles outside the paid
labor market, teaches general employment skills, and teaches skills required in specific
occupations or careers.3 For example, CTE provides preparation in homemaking and a variety of
occupations, such as nursing, business administration, culinary arts, automotive maintenance,
software programming, engineering technology, and cosmetology. The definition distinguishes
CTE from liberal arts: the fine arts, English, mathematics, science, foreign languages, and the
humanities.4
On April 19, 2012, the Obama Administration announced its blueprint for reauthorization of
Perkins IV (hereinafter referred to as the Blueprint) in an effort to create more high quality CTE
programs.5 The Blueprint is intended to conform to the policy goals of all high school graduates
being prepared for both college and a career and the United States having the highest proportion
of college graduates in the world. The proposal is expected to “usher in a new era of rigorous,
relevant, and results-driven CTE shaped by four core principles:”
1. More effective alignment of CTE programs with labor market needs and high-
growth industry sectors, in particular;
2. Stronger collaboration among secondary and postsecondary institutions,
employers, and industry partners in an effort to improve the quality of CTE
programs;

1 Career and technical education is also referred to as career education, technical and vocational education (TVET), and
technical education.
2 For more information on GEPA’s Contingent Extension of Programs, see CRS Report R41119, General Education
Provisions Act (GEPA): Overview and Issues
, by Rebecca R. Skinner and Jody Feder, pp. 3-4.
3 Levesque, K., Laird, J., Hensley, E., Choy, S.P., Cataldi, E.F., and Hudson, L. (2008). Career and Technical
Education in the United States: 1990 to 2005
(NCES 2008-035). National Center for Education Statistics, Institute of
Education Sciences, U.S. Department of Education. Washington, DC, p. B-2.
4 For more information on CTE, see CRS Report R42748, Career and Technical Education (CTE): A Primer, by
Cassandria Dortch.
5 U.S. Department of Education, Office of Vocational and Adult Education, Investing in America’s Future: A Blueprint
for Transforming Career and Technical Education
, Washington, D.C., 2012.
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

3. A meaningful accountability system based upon common definitions and clear
metrics for performance; and
4. Increased innovation supported through systemic reform of state policies and
practices.
This report is divided into three major sections. The first section provides a brief history of
federal legislation supporting CTE and vocational education. This is followed by an examination
of Perkins IV that describes the major programs and provisions. The section also provides
statistics on the funding of and participation in Perkins IV programs. The last section of the report
outlines several reauthorization issues that have been raised by stakeholders and evaluations.
History of Federal Legislation
To reduce reliance on individuals trained in foreign vocational schools, improve domestic wage
earning capacity, reduce unemployment, and protect national security, federal funding for
vocational education was initiated with the passing of the Smith-Hughes Act in 1917.6 About 30
years later, the George-Barden Act (P.L. 80-402) expanded federal support of vocational
education to support vocations beyond agriculture, trade, home economics, and industrial
subjects. The National Defense Education Act (P.L. 85-864), signed into law in 1958, focused on
improving instruction in science, mathematics, foreign languages, and other critical areas. It also
provided additional funding for vocational education to prepare individuals for technical
occupations related to national defense.
In 1963, the Vocational Education Act (P.L. 88-210) was signed into law. In addition to increasing
federal support for vocational education schools, the act also provided funding for vocational
work-study programs and research, training, and demonstration programs related to vocational
education.
Five years later, the Vocational Education Amendments of 1968 (P.L. 90-576) modified the
existing vocational education programs. The amendments also established a National Advisory
Council on Vocational Education and provided funding for collecting and disseminating
information about programs administered by the Commissioner of Education, now the Secretary
of Education (hereafter referred to as the Secretary).
In 1984, the Vocational Education Act was renamed the Carl D. Perkins Vocational Education Act
(Perkins I, P.L. 98-524). While continuing federal support for vocational education, it established
programs emphasizing the acquisition of job skills through both vocational and technical
education. The act also sought to make vocational education programs accessible to “special
populations,” including individuals with disabilities, disadvantaged individuals, single parents
and homemakers, and incarcerated individuals.
The Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990
(Perkins II, P.L. 101-392) made several revisions to the 1984 act. Notably, the act created the
Tech-Prep program designed to coordinate secondary and postsecondary vocational education
activities into a coherent sequence of courses. The law also provided up to 25% of funds for state
programs and required that at least 75% of funds be allocated to local recipients. Most set-asides

6 The Smith-Hughes Act was repealed by the Balanced Budget Act of 1997 (P.L. 105-33).
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for “special populations” were removed from the legislation, but the program remained focused
on providing members of special populations with access to high-quality vocational education.
These populations included disadvantaged and disabled students, limited English-proficient
students, and students enrolled in programs to eliminate sex bias. Programs to eliminate sex bias
were designed to prepare students for nontraditional training and employment (e.g., training
women to be welders or men to be nurses). The law also required states to develop and implement
performance standards and measures (e.g., program completion and job placement) to assess
gains in learning and program performance.
The Carl D. Perkins Vocational and Applied Technology Education Amendments of 1998 (P.L.
105-332) reauthorized and revised Perkins II and renamed the act the Carl D. Perkins Vocational
and Technical Education Act of 1998 (hereafter referred to as Perkins III).7 Perkins III increased
the funds distributed to the local level by states from 75% to 85%, of which 8.5% could be
reserved for programs in rural and other high-need areas. Perkins III also allowed states to set
aside up to 1% of their total grant for programs for individuals in state institutions (such as
prisons) and required that states set aside between $60,000 and $150,000 for services related to
nontraditional programs and employment. The act strengthened accountability through the
establishment of core indicators of performance with levels negotiated between each state and the
Secretary (i.e., adjusted levels of performance), sanctions based on states’ failing to meet the
performance levels, and incentive grants to states for exceeding performance levels established
under Perkins III and under the Workforce Investment Act (WIA, P.L. 105-220).
On August 12, 2006, the Carl D. Perkins Career and Technical Education Improvement Act of
2006 was signed into law (Perkins IV; P.L. 109-270). Perkins IV renamed the act to refer to CTE
rather than vocational and technical education. The act reinforced the existing accountability
system by establishing separate core indicators of performance for the secondary and
postsecondary levels, requiring grantees to meet at least 90% of their adjusted levels of
performance on each of their core indicators of performance or be required to develop and
implement an improvement plan, and limiting fiduciary sanctions. The act also explicitly linked
CTE provisions with the academic standards required under the Elementary and Secondary
Education Act (ESEA). Finally, the act permitted eligible agencies to consolidate their funding
under the Tech-Prep program into the Basic State Grants program. Perkins IV was authorized
from FY2007 through FY2012 (through FY2013 under GEPA).
Carl D. Perkins Career and Technical Education
Improvements Act of 2006 (Perkins IV)

Perkins IV is the main source of specific federal funding for CTE.8 The most recent estimate of
the total funds expended on CTE that were federal funds was published in 2004 by ED and
estimated that 5% of CTE expenditures were federal funds.9 The remainder is funded by state and
local funds.

7 Since 1984, the federal vocational education act has been named in honor of Carl D. Perkins, a former chairman of
what was then the House Education and Labor Committee.
8 Considerably more federal funding is provided indirectly for postsecondary CTE through federal student loans and
grants.
9 U.S. Department of Education, Office of the Under Secretary, Policy and Program Studies Service, National
(continued...)
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The act authorizes federal funding for five main programs: (1) the Basic State Grants program
(Title I), (2) Tech Prep (Title II), (3) National Programs (Section 114), (4) the Tribally Controlled
Postsecondary Career and Technical Institutions program (TCPCTIP; Section 117), and (5)
Occupational and Employment Information (Section 118). This section describes the major
sections and provisions of Perkins IV.
The purpose of Perkins IV is to develop the academic and career and technical skills of secondary
and postsecondary education students who elect to enroll in CTE programs, particularly programs
that prepare students for high-skill, high-wage, or high-demand occupations in current or
emerging professions. The act aims to achieve this through the following grant programs:
• Basic State Grants, which support the development, maintenance, and
improvement of CTE at the state and local level;
• Tech Prep, which specifically supports programs that integrate secondary and
postsecondary CTE; and
• Tribally Controlled Postsecondary Career and Technical Institutions (TCPCTI),
which supports CTE programs at TCPCTIs.
Grant recipients are expected to develop rigorous and challenging academic and technical
standards and assist students in meeting such standards.10 The standards must link secondary and
postsecondary education. Perkins IV is also intended to promote professional development that
improves the quality of CTE teachers, faculty, administrators, and counselors, and to support
partnerships among educational institutions, local workforce investment boards, and business and
industry.
In addition to the grant programs, Perkins IV authorizes the conduct and dissemination of
national research and information on best practices that improve CTE programs through two
initiatives. National Programs support research, evaluation, and dissemination of CTE practices.
Occupational and Employment Information supports the dissemination of occupational and
employment information.
Perkins IV defines CTE as organized educational activities that
• offer a sequence of courses that 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; provide technical skill proficiency, an industry-
recognized credential, a certificate, or an associate degree; and may include
prerequisite courses (other than a remedial course); and
• 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

(...continued)
Assessment of Vocational Education: Final Report to Congress, Washington, D.C., 2004.
10 The academic curriculum and standards must be aligned with the Elementary and Secondary Education Act, as
amended by the No Child Left Behind Act of 2001 (NCLB).
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knowledge of all aspects of an industry, including entrepreneurship, of an
individual.
Funds cannot be used for students prior to the 7th grade, except that equipment and facilities
purchased may be used by such students.
Title I—Basic State Grants
Over 90% of the funds appropriated under Perkins IV are used to provide Basic State Grants.
These formula grants are awarded to the 50 states, the District of Columbia, the Commonwealth
of Puerto Rico, and each outlying area. States subsequently make grants to support CTE activities
at the secondary and postsecondary levels primarily in local educational agencies (LEAs), area
CTE schools, and community colleges. Uses of funds include, for example, developing the career
and technical skills of students, providing instructional materials and equipment, providing
professional development, supporting career and academic counseling, developing and updating
CTE curriculum, and assessing the supported CTE programs. Federal Perkins IV funds
supplement state and local funding of CTE to encourage the accomplishment of federal education
policy goals. These goals as prominently manifested in Perkins IV include the attainment of
rigorous academic standards by CTE students, the integration of secondary and postsecondary
CTE elements into single programs of study, and the assessment and accountability of the
achievement of educational and post-educational outcomes.
The following subsections describe in detail the Basic State Grants program. Each subsection
specifically describes the eligible grant recipients, application requirements, allocation of funds,
uses of funds, and accountability requirements.
Reservations
Of the funds appropriated for the Basic State Grants, the Secretary of Education (hereafter
referred to as the Secretary) initially reserves 0.13% for the outlying areas, 1.25% for the Native
American programs, and 0.25% for the Native Hawaiian programs.
Assistance for the Outlying Areas (Sec. 115)
Of the 0.13% set-aside for the outlying areas, Guam receives an initial allotment of $660,000;
American Samoa and the Commonwealth of the Northern Mariana Islands each receive an initial
allotment of $350,000; and the Republic of Palau receives an initial allotment of $160,000.11 The
remainder is divided equally between Guam, American Samoa, and the Commonwealth of the
Northern Mariana Islands.12 In practice, since FY2008 the appropriation has been insufficient to

11 The Republic of Palau will no longer be eligible for its allotment upon renewing its Compact of Free Association
(P.L. 99-658) unless the renewed Compact so provides. The 1986 Compact expired in 2009. In 2010, the United States
and Palau agreed to a 15-year renewal. Pending its approval of the renewal agreement, Congress has extended the 1986
provisions annually.
12 For the first fiscal year after the enactment of Perkins IV (FY2007), the Secretary distributed the remainder to Pacific
Regional Educational Laboratory (PREL) to make grants in Guam, American Samoa, and the Commonwealth of the
Northern Mariana Islands and to provide direct services. In FY2007, PREL received an award of $16,019. FY2007 was
the last year PREL was eligible to receive funding.
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meet the initial allotments; therefore, the initial allotment for each area has been proportionally
reduced.
The outlying areas use their allotments to train teachers and counselors; develop curricula; and
improve CTE in secondary schools and institutions of higher education (IHEs) or improve
cooperative education programs involving secondary schools and IHEs.13
Native American Career and Technical Education Program (NACTEP)
The Native American programs set-aside provides competitive grants or contracts to Bureau of
Indian Education (BIE)-funded schools that are not proposing to fund secondary CTE programs,14
federally recognized Indian tribes, tribal organizations, Alaska Native entities, and consortia of
such. Indian tribes, tribal organizations, and Alaska Native entities may use their funds to support
CTE programs in BIE-funded secondary schools, but the BIE must provide an equal match of the
funds, if sufficient funds are available, and must not reduce CTE funding from the prior year.
Secondary CTE programs in BIE-funded schools are not eligible under NACTEP because they
receive funding through the states. Special consideration is given to applicants that involve,
coordinate with, or encourage tribal economic development plans; and to tribally controlled
colleges or universities that are either accredited or are candidates for accreditation as institutions
of postsecondary CTE or that operate accredited CTE programs that issue certificates of
completion.
NACTEP funds may be used for student stipends, for direct assistance to students, and to carry
out CTE programs. A portion of the funds may be used for stipends to CTE students who have an
income that is at or below the national poverty level and for whom work-study is insufficient to
allow their participation without a stipend. In addition, the stipend or subsistence allowance
cannot exceed the student’s financial need, nor can it exceed the greater of either the minimum
hourly wage prescribed by state or local law or the federal minimum wage, as established under
the Fair Labor Standards Act (FLSA).
Funds may be used to provide direct assistance in the form of tuition, dependent care,
transportation, books, and supplies to students who are members of a special population15 if
necessary for their program participation. The direct assistance must be part of a broader, more
generally focused program or activity for addressing the needs of an individual who is a member
of a special population and being served under NACTEP. Also, the Secretary indicates that direct
assistance should not represent a “majority of a project’s budget.”16
Alternatively, each organization, tribe, or entity receiving assistance under NACTEP may
consolidate funds with those received from eligible programs in accordance with the provisions
of the Indian Employment, Training and Related Services Demonstration Act of 1992 (25 U.S.C.

13 The term ‘institution of higher education’ is as defined in Section 101 of the Higher Education Act.
14 A BIE-funded school that is not proposing a secondary program is eligible for assistance under NACTEP.
15 Special populations are individuals with disabilities; individuals from economically disadvantaged families,
including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant
women; displaced homemakers; and individuals with limited English proficiency.
16 U.S. Department of Education, “Office of Vocational and Adult Education; Overview Information; Native American
Career and Technical Education Program (NACTEP); Notice Inviting Applications for New Awards for Fiscal Year
(FY) 2006,” 72 Federal Register 13770-13780, March 23, 2007.
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§ 3401 et seq.). Eligible programs are any formula-funded programs that promotes job training,
tribal work experience, employment opportunities, or skill development, or any program designed
for the enhancement of job opportunities or employment training. The programs may be
coordinated under a single plan, single budget, and single reporting system in order to integrate
the program services and reduce administrative costs.
In FY2007, for the 2007-2008 academic year, the Secretary competitively awarded five-year
grants to 30 entities in 14 states.17 The FY2007 awards used FY2006 funds. The awards were
between $240,000 and $602,000 annually. The entities were 12 tribally controlled colleges or
universities, 12 tribes, one tribal education agency (TEA), one tribal school board, and four other
tribal organizations. The Secretary has extended the FY2007 awards through FY2013.18
Native Hawaiian Program (NHCTEP)
From the 0.25% of funds reserved for the Native Hawaiian program, the Secretary awards grants
to or enters into contracts with community-based organizations that primarily serve and represent
Native Hawaiians. Grantees may use funds to plan, conduct, and administer CTE programs, or
portions thereof, that benefit Native Hawaiians. The specific uses of funds mirror those under the
NACTEP, except the ability to consolidate under the Indian Employment, Training and Related
Services Demonstration Act. Grantees may also enter into agreements with educational entities to
actually provide CTE to Native Hawaiian students.
The Secretary made competitive two-year awards for FY2007 to eight projects to a single
grantee—ALU LIKE, Inc. The FY2007 awards used FY2006 funds. The Secretary made new
three-year awards beginning in FY2009. The FY2009 awards used FY2008 funds. The FY2009
awards funded several projects through three grantees: ALU LIKE, Inc., the Waianae District
Comprehensive Health and Hospital Board, and the Office of Instructional Advancement for the
Saint Louis School.
State and Substate Formula Allocation
After funds are set aside for the outlying areas, NACTEP, and NHCTEP, funds are allocated by
formula to the 50 states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands
(referred to as “states” hereafter). Each state designates an “eligible agency” or state board as the
sole state agency responsible for the administration of CTE in the state or for the supervision of
the administration of CTE in the state. This section provides a description of how the statutory
formula works.
State Formula Allocation
The base formula for determining state allocations is designed to favor states with larger
populations that are of high school age and two years thereafter and states with a lower than

17 Department of Education, “Career and Technical Education - Grants to Native Americans and Alaska Natives,
Awards, Year 1: 2007-2008 Awards,” downloaded March 27, 2012, http://www2.ed.gov/programs/ctenavtep/
awards.html.
18 Department of Education, “Native American Career and Technical Education Program; Final Waivers and Extension
of Project Period,” 77 Federal Register 30512-30514, May 23, 2012.
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average per capita income. Population is based on the sum of the number of individuals in three
age groups and the combined number of individuals in these age groups. Each of these groups is
weighted. The largest weight (0.5) is assigned to the age group of persons aged 15 to 19,
inclusive—the Perkins IV priority population group. The age group of persons aged 20 to 24,
inclusive, is assigned a weight of 0.2, while the age group of persons aged 25 to 65, inclusive, is
assigned a weight of 0.15. The final age group included in the calculation is all individuals aged
15 to 65, inclusive, and it is assigned a weight of 0.15. Thus, among states with a similar number
of people aged 15 to 65, states with relatively younger populations will have a higher weighted
population count than states whose populations are relatively older.
The weighted population count is further weighted by the state’s allotment ratio. The state’s
allotment ratio is calculated by dividing the per capita income (pci) for the state by the pci for the
50 states and the District of Columbia combined. The result is multiplied by 0.5 and subtracted
from one.
pci _ s
ARatio = 1 − 5
.
0 * ⎜⎜
⎟⎟
pci _ n
Where:
ARatio = allotment ratio for the state
pci_s = per capita income for the state
pci_n = per capita income for the 50 states and the District of Columbia
Per capita income is defined as the total personal income in a state divided by the population of
the state. Therefore, a state that has a pci equal to the pci for the 50 states and the District of
Columbia combined has a calculated allotment ratio of 0.5. States with a pci that is lower than the
national average are assigned allotment ratios greater than 0.5, and states with a pci that is higher
than average are assigned values below 0.5. If the calculated allotment ratio is higher than 0.60 or
lower than 0.40, it is adjusted to 0.60 or 0.40, respectively, to ensure that no state has an allotment
ratio above 0.60 or below 0.40. The Virgin Islands and Puerto Rico are assigned an allotment
ratio of 0.60 regardless of the calculated value. The state’s allotment ratio is multiplied by the
weighted population count. The inclusion of pci in the formula helps to provide states with lower
pci’s with additional grant funds.
Each state is allocated funds in proportion to the weighted population count that has been further
weighted by the state’s allotment ratio. In other words, a state’s proportion of the funding is
obtained by dividing its weighted population count that has been further weighted by the state’s
allotment ratio by the total of all of the states’ weighted population counts that have been further
weighted by their allotment ratios.
ARatio × (0.5* 15
P − 19 + 0.2 * P20 − 24 + 0.15 * P25 − 65 + 0.15 * 15
P − 65) ⎞
ALLOC1 = APP × ⎜

⎜ ∑(ARatio×(0.5* 15
P − 19 + 0.2 * P20 − 24 + 0.15 * P25 − 65 + 0.15 * 15
P − 65) ⎟



Where:
ALLOC = initial state allocation
APP = funding available for state grants
ARatio = allotment ratio for the state
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P15-19 = state population aged 15 to 19
P20-24 = state population aged 20 to 24
P25-65 = state population aged 25 to 65
P15-65 = state population aged 15 to 65
∑ = sum of value for all states.
Under current law, there are several provisions that alter these initial allocations. The first set of
provisions applies if the total amount of funding available for state grants is equal to or less than
the base amount of funding available in FY2006 ($1,155,902,206). The second set of provisions
applies if the total amount of funding available for state grants exceeds the base amount of
funding available in FY2006.
Formula for FY2006 Level or Decreased Funding
If the total amount of funding available for state grants is equal to or less than the base amount of
funding available in FY2006, the initial state allocations are altered to ensure that no state’s
allocation is below certain minimum grant amounts. One minimum amount is the state’s FY1998
grant (hold harmless); the other minimum is 0.5% of the total allocated to states. The 0.5%
minimum may be adjusted based on a special rule. The special rule calculates for each state the
lesser of (1) 150% of its prior year grant and (2) the state population of 15 to 65 year olds
multiplied by 150% of the national average per pupil payment (NAPPP).19 Based on these
calculations, an adjusted 0.5% minimum is calculated for the state as the lesser of the 0.5%
minimum or the amount calculated under the special rule. The adjusted 0.5% minimum is
subsequently compared with the amount the state received in FY1998, and the larger amount is
considered its minimum grant amount. For any state whose initial allocation is lower than its
minimum grant amount, its initial allocation is adjusted to its minimum grant amount. For any
state whose initial allocation exceeds its minimum grant amount, its initial allocation is ratably
reduced20 to provide states whose initial allocations were below their minimum grant amounts
with their minimum grant amounts. However, the resulting ratably reduced grants may be further
adjusted if the results for a single state fall below that state’s minimum grant amount. Figure 1 is
provided to demonstrate how the formula works in practice.

19 The NAPPP is determined for each state by dividing the total amount allocated to all states by total population ages
15 to 65 in all states.
20 Ratable reduction refers to the reduction of each state’s allocations (except for those receiving some minimum grant
amount) by the same percentage.
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Figure 1. Overview of Perkins IV Formula for Determining Basic State Grants When
Appropriations Are At or Below the FY2006 Level
Calculate state's initial
Step 1: Determine how much state would
allocation using population and
receive if minimum grant of 0.5% was
per capita income factors.
provided.
Step 2: Calculate the grant amount based
on 150% of prior year grant.
Step 3: Calculate grant amount based on
state population multiplied by 150% of the
national average per pupil payment.
Step 4: Select lesser of
resulting grant amounts
from Step 2 or Step 3.
Step 5: Select lesser of
resulting grant amounts
from Step 1 or Step 4.
Step 6: Select larger of
resulting grant amounts
from Step 5 or the 1998
grant amount.
Step 7: Is the state's
Select larger of
initial allocation larger
Ratably reduce
Yes
ratably reduced
than the resulting
initial
allocation or the
grant amount from
allocation.
resulting grant
Step 6?
amount from Step 6.
No
Select resulting grant amount from Step 6
as final grant.

Source: Figure prepared by CRS.
Notes: This figure depicts the process for determining all state grants under Perkins IV when the total amount
of funding available for state grants remains constant at the FY2006 level or declines.
Formula for Funding That Exceeds the FY2006 Level
If the total amount of funding available for state grants exceeds the base amount of funding
available in FY2006, the initial state allocations are altered to provide more funding to the states
that did not receive the 0.5% minimum. Specifically, up to one-third of the new money is allotted
to states with FY2006 grants that were less than the 0.5% minimum for the current year.21 New

21 The new money would not be used to provide increased funding to the Virgin Islands per statutory requirement.
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money is defined as the amount by which the current year’s funding available to states exceeds
the FY2006 funding available to states.
The new money is allotted based on an inverse proportion of how far below the minimum grant
amount of 0.5% each state’s FY2006 grant is. In other words, states further from the 0.5%
minimum receive a larger proportional increase above their FY2006 grant amount in comparison
to states with an initial allocation that is below but closer to the 0.5% minimum. As a result of this
allotment procedure, none of the small states could receive more than the minimum grant amount
of 0.5% of the current amount allotted for state grants. The remaining funds (at least two-thirds of
the new money) would be allotted to the other states based on the initial allocation and a 0.5%
minimum, except that no state would receive a grant less than its FY1998 grant. If the
appropriation is sufficient, then all grantees receive at least the 0.5% minimum. Figure 2 is
provided to demonstrate how the formula works in practice.
Figure 2. Overview of Perkins IV Formula for Determining Basic State Grants When
Appropriations Exceed the FY2006 Base Amount
Step 1: Calculate state's initial
allocation using population and
per capita income factors.
Step 4: Use two-thirds of new
Is this amount equal to or
money available for the current
greater than the minimum
Yes
year and any funds remaining
grant amount of 0.5%
from Step 2 to provide states with
based on current-year
increased grant amounts based
funding?
on population and pci factors.
No
Step 2: Use up to one-third of new money
available for the current year to increase funding
based on an inverse proportion of how far a
state's FY2006 grant is from the minimum grant
Step 5: Is this
amount of 0.5% based on current-year funding.
amount equal
Select FY1998
No
As a result of this process, no state may
to or greater
grant amount as
receive a grant amount that exceeds the
than the
final grant.
minimum grant amount of 0.5% of current-year
FY1998 grant
funding.
amount?
Yes
Step 3: Is this amount
Ratably reduce
Select larger of ratably
equal to or greater than
Yes
initial
reduced allocation or the
the FY1998 grant
allocation.
FY1998 grant amount.
amount?
No
Select FY1998 grant amount as final grant.

Source: Figure prepared by CRS.
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Notes: This figure depicts the process for determining all state grants under Perkins IV when the total amount
of funding available for state grants is greater than the FY2006 level.
Within-State or Substate Distribution
Once funds are allocated to the states according to the aforementioned formulas, states may
reserve up to 10% of their state grant funds for state leadership activities (see the subsequent
section on State Leadership Activities). States may also reserve the greater of up to 5% or
$250,000 for program administration. Administrative activities include planning, evaluation,
compliance reviews, technical assistance, and the development and maintenance of data systems.
States must match the Perkins IV administrative reservation with an equal amount of funds from
non-federal sources.
States are required to distribute at least 85% of state grant funds to the local level (i.e., to eligible
recipients such as LEAs and community colleges). Up to 10% of the funds distributed to the local
level may be reserved for distribution to local providers that are in rural areas, areas with high
percentages of CTE students, and areas with high numbers of CTE students (rural/high CTE). In
2008-2009, 16 states chose not to reserve any funds for rural/high CTE providers.22 Of the
remaining states that reserved funds, the average reservation was 7%.23
Subsequent to the rural/high CTE reservation, states decide the split of local level funds between
secondary and postsecondary education. Statutory provisions give states the flexibility of how
much to fund secondary and postsecondary CTE. Based on the most recent data available in
2008-2009, states distributed 63% of funds, on average, to secondary education providers.24
Distributions to Secondary Education Providers
Eligible recipients at the secondary level are LEAs that serve secondary level students, including
public charter schools that operate as LEAs, BIE-funded schools, area CTE schools providing
secondary education,25 educational service agencies (ESAs),26 or consortia of such.27 Perkins IV
provides a choice of three methodologies for states to distribute funds to eligible recipients at the
secondary level—(1) a formula prescribed by statute, (2) a method devised by the state, and (3)
an alternative method prescribed by statute for minimal distributions.
1. The formula prescribed by statute for determining substate secondary level
allocations is designed to favor local providers serving a larger population living
below the poverty level. Population is the number of persons aged 5 through 17
who reside in the school district served by the LEA. Seventy percent (70%) of

22 U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Career and Technical
Education Act of 2006, Report to Congress on State Performance, Program Year 2008–09
, Washington, D.C., 2012.
23 Ibid.
24 Ibid.
25 Area CTE schools are specialized schools or departments of secondary or postsecondary schools, used exclusively or
principally for the provision of CTE.
26 An educational service agency is a regional public multiservice agency authorized by state statute to develop,
manage, and provide services or programs to local educational agencies.
27 To be eligible, the area CTE school or ESA must have formed or will form a consortium with an eligible LEA or
must have entered into or will enter into a cooperative arrangement with an eligible LEA for the purpose of receiving
Perkins IV funds.
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the funds designated for distribution to secondary education providers is
distributed based on the population living below the poverty level in the LEA
compared to the total population living below the poverty level in all
participating LEAs in the state. The remaining 30% of the funds is distributed
based on the population in the LEA compared to the total population in all
participating LEAs in the state. The data are adjusted to make the allocations
reflect any changes in school district boundaries that may have occurred since the
population and/or enrollment data were collected, and to include LEAs, charter
schools, and BIE-funded schools without geographical boundaries.
2. The Secretary may permit a state to use an alternative secondary substate formula
if the formula more effectively targets funds on the basis of poverty to local
secondary education providers within the state than the statutorily described
formula.
3. Finally, if the state-chosen distribution to secondary education is 15% or less of
the state’s total grant funds distributed to the local level, the state may allocate
funds on a competitive basis or any alternative method. In 2008-2009, no state
distributed 15% or less of the total state grant funds to secondary providers.28
For LEAs to receive a grant under the first or second methodology, the amount must be greater
than $15,000. LEAs may form consortia to meet the threshold grant requirement. The threshold
grant requirement will be waived if the LEA demonstrates an inability to enter into a consortium
and is either located in a rural, sparsely populated area or is a public charter school operating
secondary CTE programs.
Distributions to Postsecondary Education Providers
Eligible recipients at the postsecondary level are LEAs providing postsecondary education; area
CTE schools providing postsecondary education; tribally controlled colleges and universities;
ESAs; public or nonprofit IHEs that offer CTE courses that lead to technical skill proficiency, an
industry-recognized credential, a certificate, or a degree; and consortia of such. Perkins IV
provides a choice of three methodologies for states to distribute funds to eligible recipients at the
postsecondary level—(1) a formula prescribed by statute, (2) a method devised by the state, and
(3) an alternative method prescribed by statute for minimal distributions.
1. The formula prescribed by statute for determining substate postsecondary
allocations is designed to favor providers serving a larger population of
disadvantaged CTE students. Funds designated for distribution to postsecondary
education providers are distributed based on the sum of the numbers of federal
Pell Grant recipients and recipients of assistance from the BIE enrolled in CTE
programs of the provider compared to the sum of the number of such recipients
for all providers.29 The minimum grant amount is $50,000.
2. The Secretary may permit a state to use an alternative secondary substate formula
if the formula more effectively targets funds to local postsecondary education

28 U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Career and Technical
Education Act of 2006, Report to Congress on State Performance, Program Year 2008–09
, Washington, D.C., 2012.
29 The BIE funds scholarship grants to eligible American Indians and Alaska Native students. Typically, individual
grants are based on each student’s certified financial aid requirements as identified in the U.S. Department of
Education’s Student Financial Assistance programs. Pell and BIE aid amounts are determined independently.
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providers with the highest numbers of economically disadvantaged individuals
within the state than the statutorily described formula.
3. Finally, if the state-chosen distribution to postsecondary education is 15% or less
of the total state grant funds distributed to the local level, the state may allocate
funds on a competitive basis or any alternative method. In 2008-2009, six states
allocated 15% or less of the state’s total grant funds to postsecondary education
providers.30
Activities at the State Level
Perkins IV provides states considerable flexibility in implementing the funding. The act was
designed to increase “state and local flexibility in providing services and activities designed to
develop, implement, and improve [CTE], including tech prep education.” To a certain extent,
states can determine which CTE programs to implement and how to measure achievement.
State Plan
To receive funding, the state eligible agency must coordinate, develop, and submit a six-year state
plan to the Secretary, and evaluate the program, services, and activities.31 The state plan must be
developed through public hearings and consultation with an array of stakeholders, including but
not limited to academic and CTE teachers, faculty, and administrators; educational institutions;
parents and students; workforce investment boards (WIBs);32 interested community members;
and representatives of business, industry, and labor organizations. The plan is to include such
substance as descriptions of
• the activities supported and how these activities will help the state meet or
exceed its goals or targets on performance measures defined by statute and by the
state;
• the career and technical programs of study (see box below), which may be
adopted by LEAs and postsecondary institutions;
• the professional development, recruitment, and retention strategies;
• efforts to facilitate the transition of subbaccalaureate CTE students into
baccalaureate degree programs; and
• the integration of academics with CTE to ensure learning in and attainment of the
same challenging academic proficiencies that are taught to all other students.

30 U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Career and Technical
Education Act of 2006, Report to Congress on State Performance, Program Year 2008–09
, Washington, D.C., 2012.
31 Eligible agencies were permitted to submit a one-year transition plan for the first fiscal year following the enactment
of Perkins IV.
32 State and local workforce investment boards (WIBs) are established by the Workforce Investment Act (WIA) as part
of the governance structure for programs that form the workforce development system under WIA. For more
information, see CRS Report R41135, The Workforce Investment Act and the One-Stop Delivery System, by David H.
Bradley.
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Programs of Study
Programs of study (POS) were intended as a major innovation and improvement to Perkins IV in comparison to the
prior Perkins Acts. POS incorporate all of the critical aspects of CTE: academic standards, CTE skills, a progression
from secondary to postsecondary education, and a recognized credential. The term POS was a compromise between
using career pathways and model sequence of courses. POS

incorporate secondary and postsecondary education elements;

include coherent and rigorous content aligned with chal enging academic standards and relevant career and
technical content in a coordinated, nonduplicative progression of courses that align secondary and postsecondary
education to adequately prepare students to succeed in postsecondary education;

may include the opportunity for secondary education students to acquire postsecondary education credits,
including through dual or concurrent enrol ment; and

lead to an industry-recognized postsecondary credential, certificate, associate degree, or baccalaureate degree.
Students who complete a POS are expected to be prepared for either employment or advanced education.

Alternatively, the state plan may be submitted as part of a Section 501 Unified Plan, as authorized
by the Workforce Investment Act of 1998 (WIA) (see the section below on “Relationship with the
Workforce Investment Act” for more information on unified plans). The plans are approved by
the Secretary unless they do not meet the Perkins IV statutory requirements or the state’s
proposed levels of performance on the core indicators of performance have not been approved by
the Secretary (see the section below on “Accountability and Performance” for more information
on levels of performance and the core indicators of performance).
State Leadership Activities
As described earlier, states may reserve up to 10% of their allocation for state leadership
activities. There are nine required state leadership activities:
1. An assessment of the Perkins IV-funded CTE programs, including their impact
on special populations;
2. Developing, improving, or expanding the use of technology in CTE;
3. Professional development programs;
4. Strengthening the academic and career and technical components of CTE
programs that improve the academic and career and technical skills of students
through the integration of coherent and relevant content aligned with challenging
academic standards and relevant CTE, to ensure achievement in CTE subjects
and the core academic subjects (as defined in Section 9101 of the Elementary and
Secondary Education Act (ESEA));
5. Providing preparation for nontraditional fields in current and emerging
professions, and other activities that expose students, including special
populations, to high-skill, high-wage occupations, for which states must reserve
at least $60,000 but not more than $150,000; 33

33 Non-traditional fields are occupations in which individuals from one gender comprise less than 25% of the
(continued...)
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6. Supporting partnerships among stakeholders to enable students to achieve state
academic standards and career and technical skills, or complete career and
technical programs of study;
7. Serving individuals in state institutions, such as state correctional institutions and
institutions that serve individuals with disabilities, for which states may reserve
up to 1% of their state allocation;
8. Support for programs for special populations that lead to high-skill, high-wage,
or high-demand occupations; and
9. Technical assistance for local providers.
Leadership activity funds may also be used for activities such as improving academic and career
counseling, supporting career and technical student organizations (CTSOs), and establishing
articulation agreements between secondary and postsecondary education providers. An
articulation agreement describes a program providing a nonduplicative sequence of progressive
achievement leading to technical skill proficiency, a credential, a certificate, or a degree through
credit transfer agreements in a written commitment agreed upon at the state level or approved
annually by educational institutions providing the different levels of instruction. State leadership
funds may not be used for program administration.
Activities at the Local Level
Perkins IV requires eligible recipients at the local level to develop and improve CTE programs.
Local Plan
To receive funding, local secondary and postsecondary education providers must submit local
plans to the state eligible agency. The local plan must include
• how CTE activities will be carried out, and how these activities will support
meeting the state and local adjusted levels of performance;
• how at least one state approved CTE program of study identified in the state plan
will be adopted;
• how the integration of academics with CTE will be improved to ensure learning
in and attainment of the same challenging academic proficiencies that are taught
to all other students;
• how professional development for faculty will promote the integration of
academic standards and CTE;

(...continued)
employees. For example in 2010, the Department of Labor (DOL) listed 117 non-traditional occupations for women,
many of which require two years or less of postsecondary education, including farmers, computer programmers, and
electrical power line installers (Source: U.S. Department of Labor, Women’s Bureau, “Nontraditional Occupations of
Employed Women in 2010,” http://www.dol.gov/wb/stats/NontraJobs_2010.htm). The University of Hawaii
Community Colleges list several non-traditional occupations for men such as child care workers, dental hygienists, and
home health aides (Source: University of Hawaii Community Colleges, “Non-Traditional Careers for Men,”
http://uhcc.hawaii.edu/nontrad/men.php).
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• how students will gain experience in and knowledge of industry;
• how all the relevant stakeholders are involved in the plan development and
implementation;
• the sufficiency of size, scope, and quality of the CTE programs offered;
• the process for continual evaluation and improvement of the provider’s
performance;
• how the achievement and success of special populations and individuals in
nontraditional fields will be promoted; and
• any other requirements established by the state agency.
Local Uses of Funds
In general, local education providers use their funds to improve and support CTE programs. At
least one of the CTE programs offered must include the relevant elements of not less than one
state approved career and technical program of study identified in the state plan. All of the CTE
programs must ensure academic achievement and career and technical skill attainment; link
education at the secondary and postsecondary levels; provide industry experience and
understanding; be of sufficient size, scope, and quality to be effective; and provide activities to
prepare special populations for high-skill, high-wage, or high-demand occupations that will lead
to self-sufficiency. The local education providers must develop, improve, or expand the use of
technology in CTE; provide professional development programs; and assess their CTE programs.
Perkins IV limits the use of local funds for administrative costs to 5%.
In addition to the aforementioned requirements, Perkins IV also includes a list of permitted uses
of local funds. Examples of permissible activities are
• the involvement of parents, businesses, and labor organizations in the design,
implementation, and evaluation of CTE programs;
• the provision of career guidance and academic counseling;
• the assistance of CTSOs;
• the provision of direct assistance in circumstances as described in the “Native
American Career and Technical Education Program (NACTEP)” section of this
report;
• the leasing, purchasing, upgrading, or adapting equipment, including
instructional aids and publications designed to strengthen and support academic
and technical skill achievement; and
• initiatives that facilitate the transition of subbaccalaureate CTE students into
baccalaureate degree programs.
Accountability and Performance
Similar to other federal education programs distributed to states by formula, Perkins IV requires
that states and local providers meet accountability provisions as outlined in statutory provisions to
optimize the return on the federal investment in CTE. The accountability system requires that
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states and local providers meet goals or targets on the core indicators of performance established
by statute and on any additional indicators of performance established by the state or face
sanctions.
Indicators of Performance
The six required core indicators of performance at the secondary level are
• CTE student attainment of the state-determined proficient levels on the
mathematics, reading or language arts, and science academic assessments, as
adopted by the state in accordance with Title I of the Elementary and Secondary
Education Act (ESEA);
• CTE student attainment of career and technical skill proficiencies, including
those measured by assessments that are aligned with available and appropriate
industry recognized standards;
• rates of CTE student attainment of each of the following: secondary school
diplomas; General Education Development (GED) credentials or other state-
recognized equivalents; and proficiency credentials, certificates, or degrees, in
conjunction with a secondary school diploma (if such credential, certificate, or
degree is offered by the state in conjunction with a secondary school diploma);
• CTE student graduation rates as described in Title I of ESEA;
• CTE student placement in postsecondary education or advanced training, in
military service, or in employment; and
• CTE student participation in, and completion of, CTE programs that lead to
nontraditional fields.
The five required core indicators of performance at the postsecondary level are
• CTE student attainment of challenging career and technical skill proficiencies,
including those measured by assessments that are aligned with available and
appropriate industry-recognized standards;
• CTE student attainment of an industry-recognized credential, a certificate, or a
degree;
• CTE student retention in postsecondary education or transfer to a baccalaureate
degree program;
• CTE student placement in military service or apprenticeship programs or
placement or retention in employment, including placement in high-skill, high-
wage, or high-demand occupations or professions; and
• CTE student participation in, and completion of, CTE programs that lead to
employment in nontraditional fields.
As previously mentioned, states may also identify additional indicators of performance.
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Adjusted Levels of Performance
The state adjusted levels of performance are annual goals or targets for each of the core indicators
of performance.34 The levels are established by each state with input from the local education
providers and agreed upon by the Secretary. The levels are intended to ensure continual
improvement for each state and take into consideration the adjusted levels of other states. In
addition to the adjusted levels of performance agreed upon by the Secretary, each state that
establishes additional indicators of performance also establishes state levels of performance for
each additional indicator. The levels of performance on the additional indicators do not require
approval or agreement by the Secretary. States annually report to the Secretary on the progress of
CTE students served by Perkins IV in achieving the state adjusted levels of performance and the
state levels of performance, including the levels of performance for special populations.35
Each indicator must be disaggregated by special populations (students with disabilities,
economically disadvantaged students, students preparing for nontraditional fields, single parents,
displaced homemakers, and limited English proficient (LEP) students) and the ESEA Title I
subgroups (all students, economically disadvantaged students, LEP students, students with
disabilities, and students in major racial and ethnic groups).36 In addition, the Secretary requires
data disaggregation by gender and migrant status. The annual state reports (Consolidated Annual
Reports) are publicly disseminated by the Secretary. Although each core indicator of performance
must be disaggregated, the adjusted levels of performance apply only at the aggregate level.
Local education providers may accept the state adjusted levels of performance as their local
adjusted levels of performance or negotiate with the state to set new local adjusted levels of
performance. In addition, each local provider may establish local levels of performance for each
of the state’s additional indicators of performance. Local providers must report annually to the
state and public on the progress of CTE students served by Perkins IV in achieving the local
adjusted levels of performance and local levels of performance, if established.
Sanctions
States that do not meet at least 90% of a state adjusted level of performance for any of the core
indicators of performance in any year are required to develop and implement a program
improvement plan in consultation with the appropriate stakeholders. The improvement plan must
be implemented in the first year following the program year in which the state failed to meet the
state adjusted level of performance. The Secretary is required to provide technical assistance if
the state is not properly executing its responsibilities or is not making substantial progress. If the
state fails to implement its improvement plan, fails to make any improvement in meeting its state

34 States that operate CTE programs for adults apart from the regular postsecondary education providers negotiate
separate adjusted levels of performance for their adult-level CTE students using the postsecondary core indicators.
35 Special populations are individuals with disabilities; individuals from economically disadvantaged families,
including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant
women; displaced homemakers; and individuals with limited English proficiency (LEP).
36 Per U.S. Department of Education, “Final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic
Data to the U.S. Department of Education,” 72 Federal Register 59266-59279, October 19, 2007, the Secretary
permitted states to determine whether to disaggregate racial and ethnic groups per the 1977 or 1997 Office of
Management and Budget categories or categories approved for the state in accordance with ESEA through 2009-2010.
Beginning with the PY2010-2011, all states must report under the 1997 classification system for the PY2010–11, as
modified by categories approved under ESEA.
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adjusted levels of performance within the first program year of implementing its improvement
plan, or fails to meet at least 90% of the state adjusted level of performance for the same core
indicator of performance for three consecutive years, the Secretary may withhold all, or a portion
of, the state’s leadership and administrative funds after notice and opportunity for a hearing.37 The
Secretary must use the withheld funds to provide technical assistance, to assist in the
development of an improved state improvement plan, or for other improvement activities
consistent with Perkins IV for the state.
Likewise, local providers that do not meet at least 90% of a local adjusted level of performance
for any of the core indicators of performance face similar sanctions with three exceptions. The
state rather than the Secretary provides technical assistance to the local providers. The state may
withhold all, or a portion of, the local provider’s funding.38 Finally, the state must use the
withheld funds to provide (through alternative arrangements) services and activities to students
within the area previously served by the local provider to meet the purposes of Perkins IV.
Title II—Tech Prep
Title II of Perkins IV authorizes another state formula grant program known as Tech Prep. The
goal of the program is to combine and coordinate secondary and postsecondary vocational
education activities into a coherent sequence of courses, known as the “2+2” model for two years
of secondary education followed by two years of postsecondary education, which may include a
two-year apprenticeship program. States award grants to consortia consisting of participants from
both the secondary and postsecondary education levels. Consortia use the funds to develop and
maintain CTE 2+2 programs of study. Funds are allocated to the states according to the Basic
State Grant allocation without the application of minimum grant amounts. States must describe in
their Basic State Grants state plan how Tech Prep activities will be coordinated with other
activities described in the state plan.
The Tech Prep program may be operated as a separate program, or the funds may be combined
under the Basic State Grants. If eligible agencies choose to combine program funds, funds are
considered as being allotted under the Basic State Grants program and must be distributed to
eligible recipients in accordance with that program. In 2009-2010, 26 states consolidated all of
their Tech Prep funds into the Basic State Grants, and one state consolidated part of its Tech Prep
funds into the Basic State Grants.39
The Tech Prep funds that are not consolidated with Basic State Grants funds are allocated by each
state to local providers through four-year or six-year grants awarded competitively or through a
formula determined by the eligible agency. Eligible local providers are consortia of at least one
eligible secondary education provider and at least one eligible postsecondary education provider.
The eligible secondary education providers are the same as the eligible secondary level local

37 The Secretary may waive the sanction due to exceptional or uncontrollable circumstances, such as a natural disaster
or a precipitous and unforeseen decline in the financial resources of the State.
38 A state may waive the sanction due to exceptional or uncontrollable circumstances, such as a natural disaster or a
precipitous and unforeseen decline in the financial resources of the eligible recipient, or based on the impact on the
local provider’s reported performance of the small size of the CTE program operated by the local provider.
39 U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Career and Technical
Education Act of 2006, Report to Congress on State Performance, Program Year 2007–08
, Washington, D.C., 2010,
pp. 36-37.
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providers under the Basic State Grants. The eligible postsecondary education providers are
nonprofit IHEs40 that offer a two-year associate’s degree, two-year certificate, or two-year
postsecondary apprenticeship program, or proprietary IHEs that offer a two-year associate’s
degree program.41 A consortium may also include baccalaureate degree-granting IHEs,
employers, business intermediaries, and labor organizations.
If all Tech Prep funds are not consolidated under the Basic State Grants, the Tech Prep program
must meet several requirements. The participants of each consortium must operate under an
articulation agreement providing credit transfer agreements. The CTE program must be a
program of study that
• combines at least two years of secondary education with at least two years of
postsecondary education in a nonduplicative, sequential course of study or with
an apprenticeship program of not less than two years;
• integrates academic and CTE instruction, utilizing work-based and worksite
learning experiences where appropriate and available;
• provides technical preparation in a career field, including high-skill, high-wage,
or high-demand occupations;
• builds student competence in core academic subjects (as defined in Section 9101
of Elementary and Secondary Education Act)42 and technical skills, as
appropriate, through applied, contextual, and integrated instruction, in a coherent
sequence of courses;
• leads to technical skill proficiency, an industry-recognized credential, a
certificate, or a degree in a specific career field;
• leads to placement in high-skill or high-wage employment, or to further
education; and
• utilizes CTE programs of study, to the extent practicable.
The program must meet state developed academic standards. Tech-prep programs are also
required to provide in-service professional development for teachers, faculty, and administrators;
and provide professional development programs for counselors. In addition, the program must
provide equal access to individuals who are members of special populations and preparatory
services to non-CTE participants.43 Finally, a Tech Prep program must coordinate its activities
with activities conducted under the Basic State Grants. The Perkins IV Tech Prep program also
includes additional permissible uses of funds, such as equipment acquisition and improved career
guidance.
Each consortium receiving funding is required to establish and report on the following indicators
of performance with respect to Tech Prep participants:

40 IHE is as defined in Section 102 of the Higher Education Act of 1965.
41 IHEs must not be disqualified from offering federal student loans on the basis of high student loan default rates.
42 The core academic subjects are English, reading or language arts, mathematics, science, foreign languages, civics
and government, economics, arts, history, and geography.
43 Preparatory services assist students in the selection of, or preparation for participation in, an appropriate CTE
program.
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

• the number of secondary and postsecondary education students served;
• the number and percent of secondary education students who enroll in
postsecondary education, enroll in postsecondary education in the same field of
study pursued at the secondary level, complete a state or industry-recognized
credential or licensure, earn postsecondary credit while enrolled at the secondary
level, and enroll in remedial math, writing, or reading courses in postsecondary
education; and
• the number and percent of postsecondary education students who are placed in a
related field of employment not later than 12 months following graduation from
the program, complete a state or industry-recognized credential or licensure,
complete a two-year degree or certificate program within the normal time of
completion for the program, and complete a bachelor’s degree within the normal
time of completion for the degree.
In addition, the Secretary requires each consortium to report on the core indicators of
performance required under the Basic State Grants. Each consortium receiving Tech Prep funding
must enter into an agreement with the eligible agency to meet a minimum level of performance
on the core indicators of performance and the three aforementioned indicators of performance. If
a consortium does not meet these performance levels for three consecutive years, the eligible
agency must require the consortium to resubmit an application for a Tech Prep grant. In addition,
if grants are made to consortia on a formula basis, the eligible agency may terminate funding to a
consortium that fails to meet its performance levels for three consecutive years.
Section 114—National Programs
Perkins IV authorizes national activities (Section 114) requiring the Secretary to
• collect performance information about, and report on, the condition of CTE and
the effectiveness of state and local Perkins IV programs, including through an
annual report to Congress;
• collect assessment information on a nationally representative sample of CTE
students;44
• appoint an independent advisory panel to advise the Secretary on the execution of
an independent evaluation and assessment of Perkins IV-funded CTE programs,
including the implementation of Perkins IV;
• submit the aforementioned independent evaluation to the Congress on or before
July 1, 2011;45 and
• award a grant, contract, or cooperative agreement, on a competitive basis, to an
IHE, a public or private nonprofit organization or agency, or a consortium of such
institutions, organizations, or agencies to establish a national research center to
carry out scientifically based research and evaluation to improve the education,

44 The National Center for Education Statistics (NCES) is directed to collect these data “as a regular part of its
assessments.”
45 The most recent national assessment of CTE was submitted by the Secretary in 2004.
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

employment, and training of CTE participants and to improve the preparation and
professional development of CTE faculty.
ED’s National Center for Education Statistics (NCES) maintains various CTE statistics based on
data from various NCES surveys.46 For federal, state, and local policymakers, practitioners, and
other stakeholders, ED also maintains a resource and information-sharing portal, the Perkins
Collaborative Resource Network (PCRN), which includes information on current CTE
legislation, grants, and accountability data, as well as resources for developing and implementing
rigorous, state-of-the-art CTE programs.47 The University of Louisville has received a grant of
$4.5 million in each of FY2007-FY2010 and $2.5 million in each of FY2011 and FY2012 to
operate the National Research Center for Career and Technical Education (NRCCTE).48
The last independent evaluation of Perkins and vocational education (hereafter referred to as the
2004 NAVE) was completed in 2004 and evaluated Perkins III.49 Key findings included that CTE
provided short- and medium-term earning benefits for most students, including economically
disadvantaged students, at both the secondary and postsecondary levels; secondary CTE students
had higher academic achievement than CTE students 10 years prior; and the integration of
secondary CTE and academic instruction was slow and challenging. The evaluation
recommended that the act be focused on either academic education or CTE with streamlined
accountability requirements, have separate goals for secondary and postsecondary CTE, and fold
the Tech Prep secondary/postsecondary integration and articulation into the Basic State Grants
program to a greater extent.
Section 117—Tribally Controlled Postsecondary Career and
Technical Institutions (TCPCTIP)

Perkins IV authorizes grants to two tribally controlled postsecondary career and technical
institutions: United Tribes Technical College (UTTC) in North Dakota and Navajo Technical
College (NTC) in New Mexico. These IHEs are eligible for TCPCTIP grants because they do not
receive funds under the Tribally Controlled College or University Assistance Act of 1978
(TCCUAA; 25 U.S.C. 1801 et seq.) or the Navajo Community College Act (25 U.S.C. 640a et
seq.). UTTC and NTC are also the only recipients of funds from the Department of the Interior’s
Tribal Technical Colleges program (TCCUAA, Title IV; 25 U.S.C. 1861 et seq.), which supports
their postsecondary CTE programs.
Funds may be used for CTE programs for Indian students and for the associated institutional
support costs. Subject to the availability of appropriations, funds may be used for expenses
associated with, but not limited to, maintenance, repair, and minor improvements; equipment;
special instruction (including special programs for individuals with disabilities and academic
instruction); boarding costs; transportation; daycare and family support programs for students and
their families; and student stipends.

46 The NCES Career/Technical Education (CTE) Statistics website is available at http://nces.ed.gov/surveys/ctes/
index.asp.
47 ED’s Perkins Collaborative Resource Network (PCRN) website is available at http://cte.ed.gov/.
48 The NRCCTE website is available at http://www.nrccte.org/.
49 U.S. Department of Education, Office of the Under Secretary, Policy and Program Studies Service, National
Assessment of Vocational Education: Final Report to Congress
, Washington, D.C., 2004.
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

Sufficient funds are awarded to the two IHEs to pay associated maintenance, operation, capital
expenditures, repair, replacement, and institutional support of their CTE programs. In the event
that sufficient funds are not available, each IHE receives a per student payment that is
proportional to the previous year─the product of the prior year’s funding per full-time equivalent
(FTE) Indian student enrolled in both IHEs and the current full-time equivalent (FTE) Indian
student count for the IHE, plus inflation.
APP

ALLOC
prioryear
=
× FTE
× Infl
IHE
⎜⎜ FTE
IHE
⎟⎟

total

Where:
ALLOCIHE = allotment for the IHE
APPprioryear = program appropriation for the prior year
FTEtotal = full-time equivalent (FTE) enrollment of Indian students in both IHEs
FTEIHE = full-time equivalent (FTE) enrollment of Indian students in the IHE
Infl = inflationary increase of necessary costs beyond the institution’s control
The Secretary has developed, in compliance with statutory provisions, a complaint resolution
procedure for grant determinations and calculations.
Section 118—Occupational and Employment Information
Section 118 of Perkins IV authorizes the Secretary to provide assistance and funding to state-
designated entities that collect and disseminate occupational and employment information. These
entities are jointly designated in each state by the Governor and the state agency that oversees
CTE. Statutory provisions do not specify how funds will be disseminated. Funds may be used to
support career guidance and academic counseling and to improve access to information and
planning resources that relate academics and CTE to career goals. Funds may also be used to
improve coordination and communication among administrators and planners of Perkins IV
programs and labor market information, as authorized by Section 15 of the Wagner-Peyser Act
(WPA; 29 U.S.C. 49 et seq.), to avoid duplication of efforts and promote information sharing, and
to provide readily available occupational information.50
Authorization and Appropriation
The Basic State Grants, national programs, Section 118, Tech Prep, and TCPCTIP are each
authorized at such sums as may be necessary for each of FY2007-FY2012. Appropriations for
Perkins IV have generally declined from $1.304 billion in FY2007 to $1.139 billion in FY2012
(see Table 1).
The Basic State Grants receive two separate appropriation amounts:
• an appropriation for the current fiscal year (e.g., appropriated funds that are to be
obligated during FY2012 are appropriated in the FY2012 appropriations act) and

50 Section 15 of the Wagner-Peyser Act, as amended by the Workforce Investment Act (P.L. 105-220), requires the
development and maintenance of a nationwide employment statistics system.
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

• an advance appropriation for the subsequent fiscal year (e.g., appropriated funds
that are to be obligated during FY2013 are appropriated in the FY2012
appropriations act).51
Advance funding provides federal, state, and local officers “adequate notice” of the availability of
federal funds for carrying out ongoing education activities and projects. Total appropriations for
the Basic State Grants, including the advance, have generally decreased from $1.18 billion in
FY2007 to $1.12 billion in FY2012. The advanced appropriation has been fairly stable at about
$791 million in each year.
The Tech Prep program was funded $105 million in FY2007 and $103 million in each of
FY2008-FY2010. The program has not been funded since FY2010. The national evaluation of
Perkins III (hereafter referred to as the 2004 NAVE) provided an option for future Perkins
legislation of eliminating Tech Prep for its failure to sufficiently integrate and articulate
secondary and postsecondary education and target high poverty students.52 The Administration’s
FY2011 budget requested $0 for Tech Prep, indicating that states could fulfill the Tech Prep
program requirements under the Basic State Grants but with greater flexibility. In 2009-2010, 26
states consolidated all of their Tech Prep funds into the Basic State Grants, and one state
consolidated part of its Tech Prep funds into the Basic State Grants.53
Appropriations for the Tribally Controlled Postsecondary Career and Technical Institutions
(TCPCTIP) program are provided through the Higher Education account of the annual
appropriations act rather than as part of the Career, Technical, and Adult Education account.
Appropriations for TCPCTIP increased from $7.4 million in FY2007 to $8.2 million in FY2010
before declining to $8.1 million in FY2012.
Table 1. Perkins IV Appropriations: FY2007-FY2012
Appropriations ($ in thousands)
Program
FY2007 FY2008 FY2009
FY2010 FY2011 FY2012
State grants





Annual appropriation
390,553
369,911
369,911
369,911
332,659
332,030
Advance for succeeding FY
791,000
791,000
791,000
791,000
789,505
791,000
Subtotal, state grants
1,181,553
1,160,911
1,160,911
1,160,911
1,122,164
1,123,030
National programs
10,000
7,860
7,860
7,860
7,844
7,829
Occupational and employment
- - - - - -
information
Tech Prep
104,753
102,923
102,923
102,923
-
-

51 Under federal budget scorekeeping rules, an advance appropriation is not counted in the 302(b) allocation until the
following year. Thus, Congress is able to provide funding for education and other programs in the appropriations for
one fiscal year without having it count against the total amount available for discretionary appropriations in that fiscal
year. For more information about advance appropriations, see CRS Report RS20441, Advance Appropriations,
Forward Funding, and Advance Funding
, by Sandy Streeter.
52 U.S. Department of Education, Office of the Under Secretary, Policy and Program Studies Service, National
Assessment of Vocational Education: Final Report to Congress
, Washington, D.C., 2004.
53 President’s Budget Request, FY2011.
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

Appropriations ($ in thousands)
Program
FY2007 FY2008 FY2009
FY2010 FY2011 FY2012
Subtotal, Career and technical
1,296,306 1,271,694 1,271,694 1,271,694 1,130,008 1,130,859
education
Tribally controlled postsecondary
7,366 7,546 7,773 8,162 8,146 8,131
career and technical institutions
Total Carl D. Perkins Career and
1,303,672 1,279,240 1,279,467 1,279,856 1,138,154 1,138,990
Technical Education Improvement
Act
Source: President’s Budget Request, FY2008–FY2012.
Additional Provisions
Additional Perkins IV provisions specify grantee treatment of private school staff and students,
grantee fiscal considerations, and the relationship between Perkins IV and WIA.
Private School Staff and Students (Section 317)
Perkins IV requires, to the extent practicable and upon written request, eligible agencies and
eligible recipients to include secondary education staff in nonprofit private schools in the
geographical area served by the eligible agency or recipient in CTE professional development
activities.
Perkins IV allows eligible recipients, upon written request, to provide for the “meaningful”
participation in CTE programs and activities of secondary school students who reside in the
geographic area and who are enrolled in nonprofit private schools. In addition, upon written
request, the eligible recipient must consult “in a timely and meaningful manner” with
representatives of nonprofit private schools located in the geographical area served by the eligible
recipient to discuss the meaningful participation of secondary education students attending these
schools in Perkins IV-funded CTE programs and activities.
Supplement Not Supplant/Maintenance of Effort (Section 311)
Perkins IV includes supplement not supplant and maintenance of effort requirements. The
supplement not supplant provision prohibit states and local education providers from using
Perkins IV funds (1) to provide services that state and/or local funds have provided or purchased
in the previous year; (2) to provide services that are required to be provided under federal, state,
or local law;54 or (3) to provide services for non-CTE students but charged to Perkins IV for CTE
students.55 Also, a state must maintain or exceed its CTE expenditures per student or the
aggregate CTE expenditures for the second preceding fiscal year compared to the preceding fiscal

54 Perkins IV funds may be used to pay for the costs of CTE services required in an individualized education program
developed pursuant to section 614(d) of the Individuals with Disabilities Education Act and services necessary to meet
the requirements of Section 504 of the Rehabilitation Act of 1973 with respect to ensuring equal access to CTE.
55 The supplement not supplant criteria may be rebutted if the state or local education provider demonstrated that it
would not have provided the services in the absence of Perkins IV funds.
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

year.56 However, if the total Perkins IV appropriations decrease, states may decrease their fiscal
effort by the same percentage that the appropriations decreased.
Perkins IV Participation and Performance Results
The unduplicated CTE course enrollment counts are shown in Figure 3. Enrollment is an
unduplicated count of all students reported by each state as having taken one or more CTE
courses at the secondary, postsecondary, and adult levels. These courses may or may not be
funded with Perkins IV funds. Enrollment increased from 10.6 million students in 2001-2002 to
12.4 million students in 2008-2009.
Figure 3. Enrollment in Career and Technical Education (CTE) Courses
PY2001–PY2009
15
12
)
9
illions
s (m
6
3
icipant
art
P
0
E
CT
Program Year

Source: U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Career and
Technical Education Act of 2006, Report to Congress on State Performance, Program Year 2008–09
, Washington, D.C.,
2012, p. 14.
Notes: Participation is an unduplicated count of al students reported by each state as having taken one or more
CTE courses at the secondary, postsecondary, and adult levels. These courses may or may not be funded with
Perkins IV funds. The Republic of Palau did not submit data because it did not have a fully approved state plan.
American Samoa and the Commonwealth of the Northern Mariana Islands did not submit data because they
consolidated their Perkins IV Basic State Grant with funds under other formula programs and used these funds
for al owable program purposes other than CTE.
Table 2 disaggregates enrollment in CTE courses by student characteristics, including gender,
race/ethnicity, and special populations. These courses may or may not be funded with Perkins IV
funds. Although male students are overrepresented (53%) at the secondary level, they are
underrepresented (45%) at the postsecondary level. Over half of the participants are White, 55%

56 The Secretary may reduce the maintenance of effort requirements by no more than 5% for one fiscal year only as a
result of exceptional or uncontrollable circumstances affecting the ability of the eligible agency to meet such
requirements, such as a natural disaster or an unforeseen and precipitous decline in financial resources.
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

at the secondary level, 56% at the postsecondary level, and 61% at the adult level. Approximately
half of the participants are economically disadvantaged—49% at the secondary level, 43% at the
postsecondary level, and 57% at the adult level. This percentage may suggest the effectiveness of
the focus on low-income students in the formula allocation process.

Table 2. Enrollment in Career and Technical Education (CTE) Courses, by Select
Disaggregated Student Categories, PY2008–2009
Disaggregated Category
Secondary
Postsecondary
Adulta
Gender



Male 53%
45%
50%
Race and Ethnicity



American Indian or Alaska Native
1%
1%
1%
Asian or Pacific Islander
4%
8%
1%
Black or African American
17%
13%
24%
Hispanic 21%
17%
11%
White 55%
56%
61%
Unknown or Two or More Races
1%
3%
1%
Special Populations



Individuals With Disabilities (ADAb) NA
5% 8%
Individuals With Disabilities (ESEA/IDEAc) 15%
NA
NA
Economical y Disadvantaged Students
49%
43%
57%
Single Parents
1%
9%
12%
Displaced Homemakers
<1%
3%
4%
Limited English Proficient Students
9%
6%
8%
Migrant Studentsd 1%
NA
NA
Students in Nontraditional Programs
25%
34%
11%
Source: U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Career and
Technical Education Act of 2006, Report to Congress on State Performance, Program Year 2008–09, Washington, D.C.,
2012, pp. 18-19.
Notes: A few states did not submit disaggregated data on CTE participants for one or more categories. These
courses may or may not be funded with Perkins IV funds. Totals may not add due to rounding.
a. Florida, Louisiana, Missouri, Ohio, Oklahoma, Rhode Island, and Tennessee operate separate adult-level
programs that are not included in community col ege settings and thus report data for their adult-level CTE
students.
b. Americans with Disabilities Act of 1990 (ADA). ADA is applicable to individuals with disabilities at the
secondary and postsecondary levels. The ADA defines the term disability with respect to an individual as
“(A) a physical or mental impairment that substantially limits one or more of the major life activities of such
individual; (B) a record of such an impairment; or (C) being regarded as having such an impairment (as
described in paragraph (3)).” A child who is covered under IDEA would be covered under Section 504 and
the ADA, but some students not covered under IDEA would be covered under Section 504 and the ADA.
While ADA is applicable to individuals with disabilities in secondary and postsecondary education, for
reporting purposes, the states reported ADA data only for the postsecondary and adult populations.
c. ESEA and the Individuals with Disabilities Education Act (IDEA) are applicable to only those students at the
secondary levels. “Individuals with disability” in ESEA refers to a “child with a disability,” as defined by IDEA.
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

IDEA defines “individual with a disability” a child “(i) with mental retardation, hearing impairments (including
deafness), speech or language impairments, visual impairments (including blindness), serious emotional
disturbance (referred to in this title as ‘emotional disturbance’), orthopedic impairments, autism, traumatic
brain injury, other health impairments, or specific learning disabilities; and (ii) who, by reason thereof, needs
special education and related services.” A child who is covered under IDEA would be covered under
Section 504 and the ADA, but some students not covered under IDEA would be covered under Section
504 and the ADA.
d. Not applicable. The category “migrant students” is applicable only to students in the migrant status category
under ESEA and, therefore, does not include students at the postsecondary and adult levels.
Figure 4 disaggregates CTE concentrators by career cluster. The most popular career clusters at
the secondary level are business management and administration (16%), human services (11%),
agriculture (11%), and information technology (10%). At the postsecondary level, almost half of
CTE concentrators are clustered in the health sciences (29%) and business management and
administration (17%).
Figure 4. Enrollment of Career and Technical Education (CTE) Concentrators in
CTE Programs, by Career Cluster, PY2008-2009
Secondary Level
Postsecondary Level
Agriculture,
Architecture
Architecture
Food, and
and
and
Natural
Construction,
Construction,
Resources,
6%
6%
Business
11%
Management and
Administration, 17%
Arts, Audio-Visual
Technology, and
Communication,
Other, 22%
Other, 30%
8%
Manufacturing, 6%
Education
Health
and Training,
Law, Public
Science,
7%
Business
Safety, and
Information
Management
29%
Security, 8%
Technology,
and
10%
Health
Administration,
Information
Human
Science, 8%
16%
Technology,
Services,
6%
11%

Source: U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Career and
Technical Education Act of 2006, Report to Congress on State Performance, Program Year 2008–09
, Washington, D.C.,
2012, p. 20.
Notes: Each career cluster represents a distinct grouping of occupations and industries based on the knowledge
and skills CTE students require. These programs may or may not be funded with Perkins IV funds. The Republic
of Palau did not submit data because it did not have a ful y approved state plan. American Samoa and the
Commonwealth of the Northern Mariana Islands did not submit data because they consolidated their Perkins IV
Basic State Grant with funds under other formula programs and used these funds for al owable program
purposes other than CTE.

ED has reported program performance results for the 2008-2009 program year, the first year for
which states were required to report all of the aforementioned performance indicators.57 The

57 Results are not available for American Samoa, the Republic of Palau, and the Commonwealth of the Northern
Mariana Islands. Palau did not have a fully approved state plan. American Samoa and the Northern Mariana Islands
have consolidated their Perkins IV basic state grant with funds under other formula programs and used these funds for
allowable program purposes other than for CTE. Source: U.S. Department of Education, Office of Vocational and
(continued...)
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Carl D Perkins Career and Technical Education Act of 2006: Background and Performance

2007-2008 program year was a transition year to Perkins IV from Perkins III. Transition year
reporting requirements were abbreviated in comparison to the aforementioned full requirements
for subsequent years.58
For the secondary level core indicators of performance, 10 states met or exceeded each of their
adjusted levels of performance.59 An additional 17 states met at least 90% of their adjusted levels
of performance and thus avoided developing an improvement plan.60 The graduation rate
indicator was met or exceeded by the largest (46) number of states, and the nontraditional
completion indicator was met or exceeded by the fewest (36) number of states.
For the postsecondary level core indicators of performance, 14 states met or exceeded each of
their adjusted levels of performance.61 An additional 15 states met at least 90% of their adjusted
levels of performance and thus avoided developing an improvement plan.62 The technical skill
attainment indicator was met or exceeded by the largest (47) number of states, and the indicator
of student placement after postsecondary education was met or exceeded by the fewest (29)
number of states.
Data for additional years have not been reported by ED.


Author Contact Information

Cassandria Dortch

Analyst in Education Policy
cdortch@crs.loc.gov, 7-0376



(...continued)
Adult Education, Carl D. Perkins Career and Technical Education Act of 2006, Report to Congress on State
Performance, Program Year 2008–09
, Washington, D.C., 2012.
58 States were only required to report on the core indicators of performance that are related to ESEA reporting
requirements: secondary academic attainment and graduation rates.
59 The ten states were Alabama, Arizona, Hawaii, Idaho, Kansas, Montana, Nebraska North Carolina, Ohio, and
Virginia.
60 The 17 states were Connecticut, Florida, Illinois, Kentucky, Maryland, Minnesota, New Jersey, New Mexico, New
York, North Dakota, Oregon, South Carolina, Tennessee, Texas, West Virginia, Wisconsin, and Wyoming.
61 The 14 states were Arizona, Colorado, District of Columbia, Hawaii, Kansas, Kentucky, Michigan, Minnesota,
Nebraska, New Hampshire, Ohio, South Carolina, Tennessee, and Wisconsin.
62 The 15 states were Arkansas, California, Florida, Georgia, Indiana, Massachusetts, Montana, Nevada, New Jersey,
New York, Oklahoma, Pennsylvania, Texas, Utah, and Virginia.
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