Strengthening Career and Technical Education April 15, 2022
for the 21st Century Act (Perkins V): A Primer
Adam K. Edgerton
The Carl D. Perkins Career and Technical Education Act (Perkins Act) is the primary federal law
Analyst in Education Policy
aimed at developing and supporting career and technical education (CTE) programs for

secondary and postsecondary students. In the 109th Congress, the Perkins Act was reauthorized
by the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV;

P.L. 109-270). The Perkins Act was most recently amended in the 115th Congress by the
Strengthening Career and Technical Education for the 21st Century Act (Perkins V; P.L. 115-224). Perkins V was signed into
law by President Trump in July 2018 and went into effect on July 1, 2019. Appropriations are authorized for FY2019 through
FY2024.
The purpose of the act is to develop more fully the academic knowledge and technical and employability skills of secondary
and postsecondary students who elect to enroll in CTE programs. More than $1.3 billion was appropriated in FY2021 for
Perkins V.
The largest program authorized by Perkins V is the Basic State Grants program. Key features of this program include the
following:
 formula grants to the states that are allocated based on the age distribution of a state’s population and state
per capita income;
 a distribution of at least 85% of the funds from each state to the local level, with no more than 10%
reserved for state leadership activities (such as recruiting CTE teachers) and not more than 5% used for
state administration;
 federally approved state plans to design, implement, and support CTE programs tailored to each state’s
economic and workforce development needs;
 state flexibility in deciding the allocation of state funds between secondary and postsecondary local CTE
providers;
 requirements for states to develop and implement programs of study, which are nonduplicative sequences
of courses that lead to an industry-recognized credential, certificate, or degree;
 core indicators of performance for accountability purposes, with target levels of performance established by
each state;
 disaggregation of performance data by special populations (e.g., individuals with disabilities or from
economically disadvantaged families) and subgroups (e.g., races and ethnicities); and
 a requirement for states and local providers to prepare and implement program improvement strategies if
the target levels on core indicators of performance are not met.
Perkins V also authorizes funding for National Activities and for Tribally Controlled Postsecondary Career and Technical
Institutions, with funding at approximately $8 million and $10 million in FY2021, respectively. National Activities includes
an Innovation and Modernization (I&M) competitive grant program to study and replicate evidence-based practices.

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Introduction
The Carl D. Perkins Career and Technical Education Act (Perkins Act), as amended most recently
by the Strengthening Career and Technical Education for the 21st Century Act (Perkins V; P.L.
115-224), is the primary federal law supporting career and technical education (CTE) services
offered within the states1 at the secondary and postsecondary education levels.2 CTE, once known
as vocational education, consists of educational activities that provide individuals with the
knowledge and skills needed to prepare for specific careers in current or emerging professions.
CTE also prepares students for the labor market more broadly by integrating CTE with academic
standards. For a brief history of Perkins Acts, see Appendix A.
Appropriations for Perkins V were authorized by statute for FY2019 through FY2024.3 It was
funded at $1.3 billion for FY2021.4 The statutory purpose of Perkins V is to support the
development of career and technical, as well as academic, skills among secondary and
postsecondary education students enrolled in CTE programs. It is unique among federal education
programs with its emphasis on in-demand industry sectors or occupations5 paired with specific
programs of study that lead to an industry-recognized degree or credential.
This report provides an overview of Perkins V, including its design, implementation, and funding
as described in statute. After a brief introduction to CTE, the report is divided into sections that
focus on a detailed description of the Basic State Grants (BSG), discuss National Activities and
other programs under Title I, and summarize additional provisions under Title II. A final section
summarizes Perkins V authorizations and appropriations. The appendices provide a brief history
of federal involvement in CTE as well as formulas and allocations for the BSG.
Career and Technical Education under Perkins V
For the purposes of Perkins V, CTE includes organized educational activities that impart technical
or occupational skills and academic content at the secondary and postsecondary levels and lead to
an industry-recognized credential, a certificate, or an associate’s degree, or to further education.

1 A state is defined in Perkins V to refer to the 50 U.S. states, the District of Columbia, the Commonwealth of Puerto
Rico, the U.S. Virgin Islands, Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, and the
Republic of Palau.
2 For additional information on the history of federal involvement in CTE, please refer to CRS Report R44542, Carl D.
Perkins Career and Technical Education Act of 2006: An Overview.
3 Though Perkins V is authorized through FY2024, the act is automatically extended through FY2025 by the General
Education Provisions Act (GEPA). For more information on GEPA’s contingent extension of programs, see pages 3-4
of CRS Report R41119, General Education Provisions Act (GEPA): Overview and Issues.
4 U.S. Department of Education, Department of Education Budget Tables, FY 2021 Congressional Action, available at
https://www2.ed.gov/about/overview/budget/tables.html?src=ct.
5 Perkins V uses the definition of in-demand industry sector or occupation as defined in Section 3 of the Workforce
Innovation and Opportunity Act (WIOA), which is “(i) an industry sector that has a substantial current or potential
impact (including through jobs that lead to economic self-sufficiency and opportunities for advancement) on the state,
regional, or local economy, as appropriate, and that contributes to the growth or stability of other supporting
businesses, or the growth of other industry sectors; or (ii) an occupation that currently has or is projected to have a
number of positions (including positions that lead to economic self-sufficiency and opportunities for advancement) in
an industry sector so as to have a significant impact on the state, regional, or local economy, as appropriate.”
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CTE courses are more directly tied to specific professions or occupational fields than liberal arts
courses.6
Perkins V Definition of Career and Technical Education
Under Perkins V, career and technical education is defined as “organized educational activities that
(A) offer a sequence of courses that—
(i) provides individuals with rigorous academic content and relevant technical knowledge and skil s
needed to prepare for further education and careers in current or emerging professions, which may
include high-skil , high-wage or in-demand industry sectors or occupations, which shall be, at the
secondary level, aligned with the challenging State academic standards adopted by a State under section
1111(b)(1) of the Elementary and Secondary Education Act (ESEA) of 1965;
(i ) provides technical skil proficiency or a recognized postsecondary credential, which may include an
industry-recognized credential, a certificate, or an associate degree; and
(ii ) may include prerequisite courses (other than a remedial course) that meet the requirements of this
subparagraph; and
(B) include competency-based, work-based, or other applied learning that supports the development of
academic knowledge, higher-order reasoning and problem-solving skil s, work attitudes, employability skil s,
technical skil s, and occupation-specific skil s, and knowledge of all aspects of an industry, including
entrepreneurship, of an individual.” (§7(5)).
Career and Technical Education at the Secondary Education Level
CTE at the secondary level consists of programs designed to prepare students for specific careers
and occupational fields. Completing a secondary CTE program may lead to an industry-
recognized credential or certificate, continuation of education at the postsecondary level, or
immediate entry into the workforce.
Secondary CTE providers typically include
 public and private high schools, including Bureau of Indian Education (BIE)
schools;7
 CTE-specific schools, area CTE schools,8 and career academies within
comprehensive high schools, which are all focused on providing occupational
preparation;

6 Liberal arts courses include General Studies and Humanities; Social Sciences; English Language and
Literature/Letters; Theology and Religious Vocations; History; Area, Ethnic, Cultural, Gender, and Group Studies;
Foreign Languages, Literatures, and Linguistics; and Philosophy and Religious Studies as classified in the Integrated
Postsecondary Education Data System (IPEDS).
7 The BIE within the U.S. Department of Interior funds a system of elementary, secondary, and postsecondary schools
for Indian students. For more information, see CRS Report RL34205, Indian Elementary-Secondary Education:
Programs, Background, and Issues.
8 An area CTE school is
(A) a specialized public secondary school used exclusively or principally for the provision of career
and technical education to individuals who are available for study in preparation for entering the
labor market; (B) the department of a public secondary school exclusively or principally used for
providing career and technical education in not fewer than 3 different fields that are available to all
students, especially in high-skill, high-wage, or in-demand industry sectors or occupations; (C) a
public or nonprofit technical institution or career and technical education school used exclusively
or principally for the provision of career and technical education to individuals who have
completed or left secondary school and who are available for study in preparation for entering the
labor market, if the institution or school admits, as regular students, individuals who have
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 detention centers and correctional facilities; and
 cooperative programs with community or technical colleges.
CTE courses are widely available to high school students. According to the latest data, published
by the National Center for Education Statistics in 2020, the majority (88%) of public high school
graduates in 2013 attained at least one CTE credit and are considered CTE participants; 38%
earned at least two CTE credits in a single occupational area,9 satisfying the Perkins V definition
of a CTE concentrator.10
Career and Technical Education at the Postsecondary Education
Level
CTE at the postsecondary level consists of programs designed to prepare students for specific
careers and occupational fields. Completing a postsecondary CTE program may lead to an
associate’s degree, an industry-recognized credential, or a certificate.
Postsecondary CTE providers typically include
 community and technical colleges;
 private two-year colleges;
 public and private four-year universities;
 vocational schools;
 employers, labor organizations, and other industry organizations that provide
apprenticeship and pre-apprenticeship programs;
 adult workforce education centers; and
 correctional facilities.
Perkins V
Perkins V (P.L. 115-224) was enacted on July 31, 2018, and provided authorizations of
appropriations for several programs for FY2019 through FY2024.

completed secondary school and individuals who have left secondary school; or (D) the department
or division of an institution of higher education, that operates under the policies of the eligible
agency and that provides career and technical education in not fewer than 3 different occupational
fields leading to immediate employment but not necessarily leading to a baccalaureate degree, if
the department or division admits, as regular students, both individuals who have completed
secondary school and individuals who have left secondary school.” (Perkins V, §7(3))
9 Albert Liu and Laura Burns, Public High School Students’ Career and Technical Education Coursetaking: 1992 to
2013,” National Center for Education Statistics, Institute of Educational Science, https://nces.ed.gov/pubs2020/
2020010.pdf.
10 The terms CTE participant and CTE concentrator are used throughout Perkins V. A participant means an individual
who completes not less than one course in a CTE program or program of study at either the secondary or postsecondary
level. A concentrator at the secondary level is a student who has completed at least two courses in a single CTE
program or program of study. A concentrator at the postsecondary level is a student who has earned at least 12 credits
within a CTE program or program of study, or who has completed a program if the program encompasses fewer than
12 credits or the equivalent in total.
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Structure and Purpose of the Act
Perkins V authorizes funding for three separate programs or initiatives:
 the BSG program;11
 National Activities;12 and
 the Tribally Controlled Postsecondary Career and Technical Institutions
(TCPCTI) Program.13
Perkins V provides the main source of direct federal funding for CTE programs.14 The purpose of
the act is to develop more fully the academic knowledge and employability skills of secondary
and postsecondary education students by15
 building on the efforts of states and localities to develop challenging academic
and technical standards and to assist students in meeting such standards,
including preparation for high-skill, high-wage, or in-demand occupations in
current or emerging professions;
 promoting the development of services and activities that integrate rigorous and
challenging academic and career and technical instruction, and that link
secondary education and postsecondary education for participating CTE students;
 increasing state and local flexibility in providing services and activities designed
to develop, implement, and improve CTE;
 conducting and disseminating national research and disseminating information on
best practices that improve CTE programs and programs of study, services, and
activities;
 providing technical assistance that promotes leadership, initial preparation, and
professional development at the state and local levels, and improves the quality
of CTE teachers, faculty, administrators, and counselors;
 supporting partnerships among secondary schools, postsecondary institutions,
baccalaureate degree granting institutions, area CTE schools, local workforce
investment boards,16 business and industry, and intermediaries;
 providing individuals with opportunities throughout their lifetimes to develop, in
conjunction with other education and training programs, the knowledge and skills
needed to keep the United States competitive; and
 increasing the employment opportunities for populations who are chronically
unemployed or underemployed, including individuals with disabilities,
individuals from economically disadvantaged families, out-of-workforce

11 Perkins V, Title I.
12 Perkins V, §113.
13 Perkins V, §116
14 Student participation in CTE programs is also supported by the federal government at the postsecondary level
through federal student aid.
15 Perkins IV, §2, and Perkins V, §6.
16 Workforce investment boards (WIBs) were established under the Workforce Investment Act of 1998 (WIA, P.L.
105-220) to administer employment and training services under the act. The Workforce Innovation and Opportunity
Act (WIOA, P.L. 113-128) succeeded WIA as the primary federal workforce development statute. Under the WIOA,
entities called workforce development boards (WDBs) perform functions similar to WIBs under WIA.
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individuals,17 youth who are in, or have aged out of, the foster care system, and
homeless individuals.
The following sections provide a detailed description of the Title I Basic State Grants program,
discussion of other Title I programs, and information about additional provisions, authorizations,
and appropriations levels.
Title I—Basic State Grants Program
The BSG program is a formula grant program that receives over 90% of the aggregate funds
appropriated for Perkins V. The uses of BSG funds are closely aligned with the stated purpose of
Perkins V discussed above.
This section of the report describes the BSG program funding allocation formulas, planning
activities at the state and local levels, uses of funds, and reporting and accountability
requirements.
Brief Overview of Allocation Procedures
After set-asides for some of the outlying areas and Native American and Native Hawaiian
programs, BSG grant funds are allocated to the 50 states, the District of Columbia (DC), Puerto
Rico, and the U.S. Virgin Islands. Funds are allocated initially through foundational grants equal
to FY2018 grant allocations (ratably reduced if insufficient funding is available). When
appropriations are in excess of the amount of funding needed to provide foundational grants, the
excess appropriations (hereinafter referred to as new money) are then, subject to some small state
minimum grant requirements, allocated according to population and per capita income through a
factor-based formula discussed below.
Reservations
Set-Aside for Guam, American Samoa, the Northern Mariana Islands, and
Palau18
Outlying areas in Section 3(21) refer to the U. S. Virgin Islands, Guam, American Samoa, the
Commonwealth of the Northern Mariana Islands, and the Republic of Palau. However, the U.S.
Virgin Islands are defined as a state for the purposes of the BSG formula (Perkins V, §111(d)) and
receive funds under the state grant formula.
The total set-aside for Guam, American Samoa, the Commonwealth of the Northern Mariana
Islands, and the Republic of Palau is 0.13% of the amount appropriated for BSG. From this set-
aside, Guam receives an initial allotment of $660,000; American Samoa and the Northern
Mariana Islands receive $350,000 each; and the Republic of Palau receives $160,000. The
remainder of the set-aside is divided equally among the aforementioned outlying areas.

17 An out-of-workforce individual means a displaced homemaker, as defined in Section 3 of the WIOA; “or an
individual who has worked primarily without remuneration to care for a home and family, and for that reason has
diminished marketable skills; or is a parent whose youngest dependent child will become ineligible to receive
assistance under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years after the date
on which the parent applies for assistance under such title; and is unemployed or underemployed and is experiencing
difficulty in obtaining or upgrading employment.”
18 Perkins V, §114.
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Set-Aside for Native American and Native Hawaiian Programs19
The Secretary of Education (hereinafter referred to as the Secretary) is required to reserve 1.25%
of BSG funds for the Native American Career and Technical Education Program (NACTEP).
Eligible entities for NACTEP funds include federally recognized Indian tribes, tribal
organizations, Alaska Native entities, BIE schools,20 and consortia of such entities. The funds are
awarded competitively. NACTEP funds may be used to carry out CTE programs and services or
to provide direct assistance to CTE students.21
The Native Hawaiian CTE Program (NHCTEP), which receives a 0.25% reservation from the
total BSG appropriation, requires the Secretary to award grants to community-based
organizations serving and representing Native Hawaiians to plan and administer CTE programs
that benefit Native Hawaiians.22 The funds are awarded competitively.
State Allocation Formula23
After reservations for Guam, American Samoa, the Commonwealth of the Northern Mariana
Islands, the Republic of Palau, and the Native American and Native Hawaiian CTE Programs,
BSG funds are awarded to the 50 states, DC, Puerto Rico, and the U.S. Virgin Islands. Each of the
50 states, DC, Puerto Rico, and the U.S. Virgin Islands receives a foundational grant equal to its
FY2018 BSG allocation. If the appropriation is less than the FY2018 appropriation, such
foundational grant allocations are ratably reduced.
If appropriations exceed the FY2018 appropriations level, up to one-third of the new money (i.e.,
appropriations in excess of the FY2018 BSG appropriations level) would first be allocated to
states that received less than 0.5% of total appropriations. Then, either when all states would have
reached the 0.5% level, or when one-third of the new money would be allocated, at least two-
thirds of the new money plus any remainder would be allocated based on states’ population and
per capita income (PCI) factors. The formula awards proportionally larger amounts to states with
larger populations in the age range traditionally targeted by CTE programs (15 to 19 years old)
and to states with lower than average PCIs.
See Appendix B for a more detailed explanation of this formula, and Appendix C for the actual
FY2020 BSG state allocations.
Allocation of State and Local Funds
Perkins V requires states to allocate
 at least 85% to the local level,

19 Perkins V, §115.
20 Additionally, schools that are funded by the BIE are also eligible for NACTEP funds. However, they cannot use
these funds to carry out secondary-level CTE programs, because those programs already receive money through the
states.
21 For NACTEP grantees, see http://cte.ed.gov/grants/native-american-career-and-technical-education-program.
22 For a list of grantees, see http://cte.ed.gov/grants/native-hawaiian-career-and-technical-education-program.
23 Perkins V, §111.
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 up to 10% for state leadership activities,24 of which up to 2% can serve
individuals in state correctional institutions, juvenile justice facilities, and
institutions that serve students with disabilities; and
 up to 5% or $250,000 (whichever is greater) for program administration.
Within-State Distribution25
States decide the split of local level funds between CTE providers at the secondary and
postsecondary levels. These proportions vary widely from state to state.26
Additionally, up to 15% of the funds available for allocation at the local level may be awarded to
support CTE in a collection of specified settings. These funds may be awarded to local CTE
providers that are in rural areas, or providers in areas with high percentages of CTE students,
areas with high numbers of CTE students, and areas with disparities or gaps in performance. The
statute does not specify how the states are to allocate these funds to eligible recipients.
Distribution at the Secondary Education Level
Eligible recipients of funds at the secondary education level are local educational agencies
(LEAs), including public charter schools that operate as LEAs; BIE schools; area CTE schools
providing secondary education;27 educational service agencies;28 or consortia of such entities.
The formula for distributing money to the secondary level29 is
 70% of the funds are allocated based on each local recipient’s share of
individuals aged 5 through 17 living below the poverty line, compared to the total
population of individuals aged 5 through 17 living below the poverty line in the
entire state; and
 30% of the funds are allocated based on each local recipient’s share of all
individuals aged 5 through 17.30
If a secondary level local recipient’s calculated allotment is less than $15,000, the recipient must
form a consortium with other eligible secondary level recipients in order to meet the minimum

24 These funds can be used for several purposes, including supporting preparation for non-traditional fields, developing
programs for special populations, recruiting CTE faculty and staff, and establishing statewide articulation agreements
and industry partnerships. See Perkins V, Section 124 for a complete list of permissible uses; also see the “State
Leadership Activities” subsection in this report.
25 Perkins V, §111.
26 In academic year 2019-2020, 13 states allocated 50% or more to postsecondary education. The largest postsecondary
level allocation share was Colorado’s (60%), while the smallest was Rhode Island’s (10%). (Perkins Collaborative
Resource Network data https://cte.ed.gov/grants/state-allocations as analyzed by CRS.)
27 Secondary area CTE schools are either specialized public secondary schools used exclusively or principally for the
provision of CTE to individuals who are available for study in preparation for entering the labor market, or the
department of a public secondary school exclusively or principally used for providing CTE in not fewer than three
different fields that are available to all students, especially in high-skill, high-wage, or in-demand industry sectors or
occupations.
28 An educational service agency is a regional public multiservice agency authorized by state statute to develop,
manage, and provide services or programs to LEAs.
29 Perkins V, §131.
30 The Secretary may permit a state to use an alternative secondary distribution formula if that formula “more
effectively targets funds on the basis of poverty” (Perkins IV, §131(b)(1)).
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grant requirement. This requirement can be waived if the recipient is unable to enter into a
consortium and is either located in a rural, sparsely populated area or is a public charter school
operating a CTE program.
Distribution at the Postsecondary Education Level
Eligible recipients of funds at the postsecondary education level are public or nonprofit
institutions of higher education (IHEs), LEAs providing postsecondary education, area CTE
schools providing postsecondary education, tribally controlled colleges and universities,
educational service agencies, and consortia of such entities.
Funds are distributed to eligible local recipients at the postsecondary level based on their share of
Pell Grants recipients and recipients of assistance from the BIE who are enrolled in CTE
programs.31 The minimum grant amount is $50,000.
If a state chooses to distribute 15% or less of its total allocation to the postsecondary level, that
state may allocate funds on a competitive basis or using any alternative method.
State Planning and State Leadership Activities
This section describes required components of state plans as well as requirements and permissible
uses of funds for state leadership activities.
State Plans32
In order to receive funding, each eligible agency33 must submit a four-year state plan to the
Secretary. These plans vary widely in composition, scope, and allocation of funding between
secondary and postsecondary CTE, including whether they have statewide articulation
agreements.34All plans must be developed through public hearings and in consultation with the
governor and appropriate state agencies, as well as a variety of stakeholders, including CTE
teachers, faculty, and administrators; career guidance and academic counselors; eligible
recipients;35 parents and students; representatives of special populations;36 representatives of
business, industry, and labor organizations; representatives of two-year minority-serving IHEs
and, where possible, historically Black and tribally controlled colleges and universities;
representatives of the state workforce development board; representatives of agencies serving

31 For more information, see CRS Report R45418, Federal Pell Grant Program of the Higher Education Act: Primer.
32 Perkins V, §122.
33 An eligible agency is defined in Section 3(12) of Perkins IV as “a State board designated or created consistent with
State law as the sole State agency responsible for the administration of career and technical education in the State or for
the supervision of the administration of career and technical education in the State.”
34 Components of different state plans can be compared at https://cte.ed.gov/dataexplorer/build using the Perkins State
Plans and Data Explorer website.
35 Eligible recipients are an LEA (including a public charter school that operates as an LEA), an area CTE school, an
educational service agency, an Indian tribe, tribal organization, or tribal educational agency or a consortium, eligible to
receive assistance under Section 131, or an eligible institution or consortium of eligible institutions eligible to receive
assistance under Section 132.
36 The term special populations is defined in Section 3(29) of Perkins IV and means individuals with disabilities;
individuals from economically disadvantaged families, including low-income youth and adults; individuals preparing
for non-traditional fields; single parents, including pregnant women; out-of-workforce individuals; English learners;
homeless individuals; youth who are in, or have aged out of, the foster care system; and youth with a parent who is a
member of the Armed Forces or is on active duty.
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out-of-school youth, homeless children, and students with disabilities; and representatives of
Indian tribes and tribal organizations that may be present in the state.37 The plan contents must,
among other requirements, include such information as a description of
 supported CTE activities, including the degree to which programs are aligned
with and address the education and skill needs of the employers identified by the
state board;
 a strategic vision and set of goals for preparing an educated and skilled
workforce (including special populations) and for meeting the skilled workforce
needs of employers, including in existing and emerging in-demand industry
sectors and occupations as identified by the state;
 a strategy for any joint planning, alignment, and coordination of funds between
CTE programs with the state’s workforce development system and other federal
programs;
 CTE programs of study to be offered by the state (for more information on
programs of study, see the text box below);
 professional development, recruitment, and retention strategies for CTE teachers,
faculty, administrators, and career and guidance counselors;
 efforts to facilitate the successful transition of CTE students from sub-
baccalaureate programs into baccalaureate degree programs at IHEs;
 how the state will annually evaluate the effectiveness of its CTE programs; and
 the state’s CTE programs aimed at members of special populations.
Programs of Study
According to Section 7(41) of Perkins V, programs of study (POS) are coordinated, nonduplicative sequences of
academic and technical content at the secondary and postsecondary level that

incorporate challenging academic standards;

address both academic and technical knowledge and skil s, including employability skil s;

are aligned with the needs of industries;

progress in specificity;

have multiple entry and exit points that incorporate credentialing; and

culminate in the attainment of a recognized postsecondary credential.
POS are not federally prescribed curricula.38 A POS may include the opportunity for secondary education students
to acquire postsecondary credits through dual or concurrent enrol ment programs or in other ways.
Eligible CTE providers at the local level must offer the elements of at least one POS that is described by the state
in its state plan.

37 For more information on how this stakeholder definition has expanded since Perkins IV, see CRS Report R45446,
Reauthorization of the Perkins Act in the 115th Congress: The Strengthening Career and Technical Education for the
21st Century Act.
38 Section 438 of the General Education Provisions Act (20 U.S.C. §1232a) explicitly states that no provision included
in the majority of federal education programs administered by the U.S. Department of Education is intended to
authorize the federal government to exercise control over curriculum, instructional programs, administration, or school
personnel or in the selection of printed material, or in the assignment of transportation of students or teachers to
overcome a racial imbalance.
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As an alternative to the state plan described above, a state may submit a state plan as part of the
combined plan submitted under Section 103 of the Workforce Innovation and Opportunity Act
(WIOA; P.L. 113-128).39
The state plan is approved by the Secretary of Education unless it does not meet the minimum
requirements of Perkins V related to core performance indicators.40 The Secretary may disapprove
a state plan only after giving the state agency notice and an opportunity for a hearing. At the end
of the period covered by the first four-year plan, a state may submit a subsequent four-year plan
or submit for secretarial approval annual revisions to only the state-determined levels of
performance.
State Leadership Activities41
States may reserve up to 10% of their allotments for state leadership activities. Of these funds, an
amount equal to not more than 2% of the total state allotment must be used for individuals in state
institutions, such as state correctional institutions, juvenile justice facilities, and educational
institutions serving individuals with disabilities. States are required to reserve at least the lesser of
0.1% of their state allocations or $50,000 for recruiting members of special populations to enroll
in CTE programs. Additionally, between $60,000 and $150,000 must be reserved for services
preparing individuals for nontraditional fields.42
State leadership activities must include support for
 “(A) preparation for non-traditional fields in current and emerging professions,
programs for special populations, and other activities that expose students,
including special populations, to high-skill, high-wage, and in-demand
occupations;
 (B) individuals in State institutions, such as State correctional institutions,
including juvenile justice facilities, and educational institutions that serve
individuals with disabilities;
 (C) recruiting, preparing, or retaining career and technical education teachers,
faculty, specialized instructional support personnel, or paraprofessionals, such as
preservice, professional development, or leadership development programs;
 (D) technical assistance for eligible recipients;” and
 a report on the effectiveness of such use of funds in achieving the goals described
in the state’s strategic vision as described in the state plan and the state
determined levels of performance, and reducing disparities or performance gaps

39 Nine states chose to submit a combined plan in FY2020: Alabama, Delaware, Indiana, Minnesota, Ohio,
Pennsylvania, Rhode Island, Virginia, and Washington. The WIOA is the primary federal workforce development law
intended to bring about increased coordination among federal workforce development and related programs. The
section of the combined state plan that relates to CTE would still have to follow the same requirements as a single plan.
For more information on the WIOA, see CRS Report R44252, The Workforce Innovation and Opportunity Act and the
One-Stop Delivery System.
40 Perkins V, §122. See also the “Core Indicators of Performance” section of this report for more detail on the few
conditions under which the Secretary may disapprove a state plan.
41 Perkins V, §124.
42 Nontraditional fields are occupations or fields of work, such as careers in computer science, technology, and other
current and emerging high-skill occupations, for which individuals from one gender comprise less than 25% of the
individuals employed in each such occupation or field of work.
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between student subgroups43 (for more information, see the “Accountability”
section of this report).
In addition to these required activities, there are several permissible state leadership activities
outlined in Section 124. These include
 developing statewide programs of study, which may include standards,
curriculum, and course development, and career exploration, guidance, and
advisement activities and resources;
 establishing statewide articulation agreements aligned to approved, locally
developed programs of study;
 establishing statewide industry or sector partnerships among LEAs, IHEs, adult
education providers, Indian tribes and tribal organizations, employers, and
parents;
 high-quality comprehensive professional development for teachers and staff that
is, to the extent practicable, grounded in evidence-based research;
 awarding incentive grants to eligible recipients;
 “the creation, implementation, and support of pay for success initiatives leading
to a recognized postsecondary credential”;
 “support for programs and activities that increase access, student engagement,
and success in science, technology, engineering, and mathematics fields
(including computer science, coding, and architecture), support for the
integration of arts and design skills, and support for hands-on learning,
particularly for students who are members of groups underrepresented in such
subject fields, such as female students, minority students, and students who are
members of special populations”;
 “making all forms of instructional content widely available, which may include
use of open educational resources;
 developing valid and reliable assessments of competencies and technical skills
and enhancing data systems to collect and analyze data on secondary and
postsecondary academic and employment outcomes;
 support for accelerated learning programs”;
 support for career academies; and
 “other state leadership activities that improve CTE.”
Local Activities
Local Plan44
In order to receive Perkins funding, an eligible recipient at the local level must submit a local plan
to the state eligible agency. Plans must be developed in consultation with a diverse group of
stakeholders. The local plan contents must include such information as a description of

43 Perkins V, §124(1).
44 Perkins V, §134.
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 the results of the comprehensive needs assessment45;
 “information on the career and technical education course offerings and activities
that the eligible recipient will provide with funds under this part, which shall
include not less than 1 program of study approved by a state,”
 collaboration with local workforce development boards and other local
workforce agencies, one-stop delivery systems,46 and other partners, to provide
 “career exploration and career development coursework, activities, or
services;
 career information on employment opportunities that incorporate the most
up-to-date information on high-skill, high-wage, or in-demand industry
sectors or occupations, as determined by the comprehensive needs
assessment”; and
 “an organized system of career guidance and academic counseling to students
before enrolling and while participating in a career and technical education
program”;
 how the eligible recipient will improve the academic and technical skills of CTE
students through the integration of standards-aligned content to ensure learning in
the subjects that constitute a well-rounded education47;
 how the eligible recipient will provide activities to prepare special populations
for high-skill, high-wage, or in-demand industry sectors or occupations that will
lead to self-sufficiency, prepare CTE participants for non-traditional fields,
provide equal access for special populations to CTE, and ensure that members of
special populations will not be discriminated against on the basis of their status
as members of special populations;
 work-based learning opportunities and opportunities to gain postsecondary credit
while in high school, such as through dual or concurrent enrollment programs or
early college high school;
 “how the eligible recipient will coordinate with the eligible agency and
institutions of higher education to support the recruitment, preparation, retention,
and training, including professional development, of teachers, faculty,
administrators, and specialized instructional support personnel and
paraprofessionals who meet applicable state certification and licensure
requirements (including any requirements met through alternative routes to

45 A comprehensive needs assessment must include an evaluation of the performance of the students served with
respect to state and local levels of performance, which are the quantifiable indicators decided upon by the state and
either accepted or negotiated by each locality. These levels of performance include goals for high school graduation,
enrollment in postsecondary education, earned credentials, and other outcomes discussed in the “Core Indicators of
Performance” section. The needs assessment must include an evaluation for special populations and each subgroup
described in the Elementary and Secondary Education Act (ESEA); a description of how the eligible recipient will
improve recruitment, retention, and training of CTE faculty and staff; and a description of progress toward the
implementation of CTE programs and programs of study. Subgroups under the ESEA are each major and racial ethnic
group, economically disadvantaged students, students with disabilities, and students with limited English proficiency.
46 For more information, see CRS Report R44252, The Workforce Innovation and Opportunity Act and the One-Stop
Delivery System.
47 As defined in Section 8101 of the ESEA.
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certification), including individuals from groups underrepresented in the teaching
profession”; and
 how the eligible recipient will address disparities or gaps in performance as
described in each of the plan years.
Local Uses of Funds48
As at the state level, eligible recipients (also known as local providers) at the local level have a
list of required uses of funds. They must develop, coordinate, implement, or improve CTE
programs that meet the needs identified in the comprehensive needs assessment and that are of
sufficient size, scope, and quality to be effective. These programs must
 “provide career exploration and career development activities through an
organized, systematic framework designed to aid students, including in the
middle grades, before enrolling and while participating in a career and technical
education program, in making informed plans and decisions about future
education and career opportunities and programs of study”;
 “provide professional development for teachers, faculty, school leaders,
administrators, specialized instructional support personnel, career guidance and
academic counselors, or paraprofessionals”;
 provide CTE students the skills necessary to pursue careers in high-skill, high-
wage, or in-demand industry sectors or occupations;
 support the integration of academic skills into CTE programs and programs of
study;
 support the implementation of CTE programs and programs of study that
increase local levels of performance; and
 develop and implement evaluations, including evaluations necessary to complete
the comprehensive needs assessment.
Each eligible recipient may use up to 5% of its local funds for administrative costs.
Accountability
Under Perkins V, states and local CTE providers that receive Perkins funds are required to satisfy
certain accountability requirements based on student outcomes for CTE concentrators. The
accountability requirements in Section 112 are intended to optimize the return on investment of
federal CTE funds.
While Perkins V mandates the inclusion of core indicators, each state decides on the appropriate
levels of performance for each of the core indicators described below, as well as any additional
indicators included in its approved plan. The Secretary of Education cannot assist in establishing
these levels unless requested by the state, but the levels should take into account how they
compare with the levels in other states.
For example, a state may decide upon a 70% statewide goal for CTE concentrators to earn an
industry-recognized postsecondary credential. Table 1 provides one such example. Localities
must either accept these state-determined levels of performance or negotiate with the state to
reach agreement on new levels of performance.

48 Perkins V, §135.
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Table 1. Sample State-Determined Levels of Postsecondary Performance

Indicator
FY2021
FY2022
FY2023
FY2024
Postsecondary
69.0%
69.4%
69.8%
70.4%
Retention and
Placement
Earned Industry-
70.1%
70.5%
70.9%
71.3%
Recognized
Postsecondary
Credential
Nontraditional
9.6%
9.8%
9.9%
10.1%
Program Enrol ment
Source: Il inois Community Col ege Board, at http://www2.iccb.org/cte/perkins/data-and-accountability/.
Notes: Each of these indicators refers to CTE concentrators, meaning those who either earned 12 CTE credits
or completed a CTE degree or certificate requiring fewer than 12 credits.
Both the state and the local provider are held accountable for meeting at least 90% of the level of
performance for each indicator. If a state or local provider fails to meet at least 90% of the levels
of performance for one or more indicators, the state or local provider is required to develop and
implement an improvement plan. Funds may be withheld from a state or local provider that
subsequently fails to meet certain criteria.
Core Indicators of Performance49
The core indicators of performance at the secondary level are
 the four-year adjusted cohort high school graduation rate for CTE
concentrators;50
 the proficiency of CTE concentrators as measured by state academic performance
standards on state tests in accordance with Title I of the Elementary and
Secondary Education Act (ESEA);
 “the percentage of CTE concentrators who, in the second quarter after exiting
from secondary education, are in postsecondary education or advanced training,
military service or a service program that receives assistance under title I of the
National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are
volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C.
2504(a)), or are employed”;
 “the percentage of CTE concentrators in CTE programs or programs of study that
lead to non-traditional fields”; and
 at least one of the following:
 “[t]he percentage of CTE concentrators graduating from high school having
attained a recognized postsecondary credential,”

49 Perkins V, §112. A list is also available at https://cte.ed.gov/accountability/core-indicators.
50 The four-year adjusted cohort high school graduation rate is as defined in Section 8101 of the ESEA as the number
of students who graduate in four years with a regular high school diploma divided by the number of students who form
the adjusted cohort for the graduating class. In addition to using the four-year adjusted cohort graduation rate, a state
may also choose to use a graduation rate based on a period longer than four years as a core indicator of performance.
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 the percentage of CTE concentrators graduating from high school having
attained postsecondary credits through a dual or concurrent enrollment
program or another credit transfer agreement, or
 “The percentage of CTE concentrators graduating from high school having
participated in work-based learning.”
The core indicators of performance at the postsecondary level are
 “(i) The percentage of CTE concentrators who, during the second quarter after
program completion, remain enrolled in postsecondary education, are in
advanced training, military service, or a service program that receives assistance
under title I of the National and Community Service Act of 1990 (42 U.S.C.
12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act
(22 U.S.C. 2504(a)), or are placed or retained in employment.
 (ii) The percentage of CTE concentrators who receive a recognized
postsecondary credential during participation in a program or within 1 year of
program completion.
 (iii) the percentage of CTE concentrators in career and technical education
programs and programs of study that lead to non-traditional fields.”
In addition to these required indicators, states may choose to include additional indicators of
performance in their state plans. Through the state plan development process, each eligible
agency establishes levels of performance (goals) for each of the core indicators of performance.
These levels of performance must
 “be objective, quantifiable, and measurable”;
 require the state to continually make meaningful progress toward improving the
performance of all CTE students, including subgroups and special populations;
and
 have been subject to public comment, to which the eligible agency has provided a
written response.
The Secretary shall approve state plans no later than 120 days after submission and can only
disapprove a plan if the state-determined levels of performance fail to meet the requirements
listed above. After initial approval, states may submit adjustments to their levels of performance
prior to the third year. Adjusted levels of performance must meet the above requirements of the
initial levels of performance and take into account
 how the levels of performance involved compare with the levels of performance
established for other states,
 factors including the characteristics of actual (as opposed to anticipated) CTE
concentrators; and
 the services to be provided.
The adjusted levels must be higher than the average actual performance of the two most recently
completed program years, except in the case of unanticipated circumstances.51 The Secretary shall
approve the revised levels of performance if those levels meet the requirements.
When establishing local levels of performance, each eligible recipient agrees to accept the state
determined levels of performance for each year of the plan, or negotiate with the state to reach

51 Unanticipated circumstances are not defined in Perkins V.
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agreement on new local levels of performance, for each of the core indicators of performance.
Eligible recipients may, with agreement from the eligible agency, adjust the local levels of
performance prior to the third year of the local application.
Data Reporting and Disaggregation
States annually report to the Secretary on the levels of performance achieved by their CTE
concentrators on each of the core indicators of performance, as well as any additional indicators
of performance selected by the state as part of its submitted plan. Each level of performance must
be disaggregated by special populations, CTE program, student level (e.g., secondary), award
level (e.g., associate’s degree), ESEA Title I subgroups, and other categories.52 The data in the
annual state reports, known as Consolidated Annual Reports, must be publicly disseminated by
the Secretary. State performance data must also be included in an annual report to Congress
produced by the Secretary in accordance with Section 112 of Perkins V.
Localities submit similar reports to their states. These reports must be made available by the
eligible recipient through a variety of formats, including online, to students, parents, educators,
and the public, in a format that is uniform and, to the extent practicable, provided in a language
that students, parents, and educators can understand.
Sanctions
States that do not meet 90% of a state level of performance for any of the core indicators of
performance in a given year are required to develop and implement a program improvement plan
during the following program year. The plan is to be developed with input from various
stakeholders. The Secretary must provide technical assistance to the state if it is determined that
the state is not making substantial progress. The Secretary may withhold all, or a portion of, a
state’s leadership and administrative funds if either of the following occurs:
 the state fails to implement a program improvement plan; or
 the state fails to meet at least 90% of a level of performance for the same core
indicator of performance for two consecutive years after being identified for
improvement.
The Secretary must use the withheld funds to provide technical assistance or other improvement
assistance to the state. The Secretary may waive these sanctions due to exceptional or
uncontrollable circumstances, such as a natural disaster or a precipitous and unforeseen decline in
the financial resources of the state.53
Similarly, a local provider that does not meet at least 90% of its performance levels on at least
one core indicator of performance must also develop a program improvement plan. After
providing technical assistance, and if the eligible recipient fails to implement the improvement
plan or fails to meet at least 90% of the specified level of performance for two consecutive years
following identification for improvement, the state may withhold some or all of the local
provider’s funding and use it to provide CTE services for the affected students through alternative
means. The state may also waive these sanctions due to exceptional or uncontrollable
circumstances.

52 These include each major racial and ethnic group, economically disadvantaged students, children with disabilities,
and English learners. Performance data must also be disaggregated by gender and migrant status.
53 Perkins V, §201.
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National Activities and Other Title I Programs
National Activities54
Perkins V authorizes the Secretary through the U.S. Department of Education’s (ED’s) Director
of the Institute for Education Sciences (IES) to carry out the following national activities:
 create a single plan for the research, development, dissemination, evaluation, and
assessment of CTE programs in consultation with, or acting through, ED’s
Director of the IES;
 provide an annual report to Congress and other stakeholders on the state of CTE
and on state and local performance of Perkins-funded CTE programs, including a
quantitative analysis of the effectiveness of activities funded by Perkins V;55
 direct ED’s National Center for Education Statistics (NCES) to collect
information on CTE for a nationally representative sample of students as part of
its regular assessments, which may include international comparisons;56
 conduct an evaluation that describes
 the extent and success of the integration of state academic standards,
including a review of academic and technical proficiency achievement;
 the number of graduates (high school diplomas and postsecondary
credentials) and CTE participants;
 the extent to which CTE programs prepare students for employment or
postsecondary education;
 employer involvement and satisfaction with CTE programs;
 efforts to expand access to CTE programs to all students;
 innovative approaches to work-based learning that increase participation and
alignment with employment in high-growth industries, including in rural and
low-income areas;
 the effectiveness of different delivery systems and approaches (e.g., dual
enrollment or career academies);
 the extent to which CTE programs are grounded in evidence-based research;
 the impact of Perkins V compared to Perkins IV, including comparisons of
the use of comprehensive needs assessments, implementation of programs of
study, and coordination of planning and program delivery with other relevant
laws, including the WIOA and the ESEA;
 changes in CTE program accountability and the effect of such changes on
program delivery and quality;
 changes in student enrollment patterns; and
 efforts to reduce disparities or performance gaps between subgroups, special
populations, and other disaggregated groups.

54 Perkins V, §113.
55 The Perkins reports to Congress are available at https://cte.ed.gov/accountability/reports-to-congress.
56 The website summarizing CTE statistics is available at http://nces.ed.gov/surveys/ctes/.
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The Secretary must also appoint an independent advisory panel to conduct an analysis of the
findings and recommendations resulting from the evaluation described above.
The Secretary may collect and disseminate information on states’ efforts to meet their determined
levels of performance. After consultation with the IES Director, the Commissioner for Education
Research, and the states, and with input from the independent advisory panel, the Secretary shall
award a grant, contract, or cooperative agreement, on a competitive basis, to an IHE or a
consortium of one or more IHEs and one or more private nonprofit organizations or agencies, to
carry out evidence-based research.57
The Secretary, in consultation with the IES Director, was to submit to the relevant committees of
Congress an interim report regarding the evaluation and summary of research activities carried
out under this section no later than two years after the date of enactment of Perkins V. No later
than four years after the date of enactment of Perkins V, the Secretary shall submit a final report
summarizing the studies and analyses that relate to the evaluation and summary of research
activities carried out under Section 113.58 This report must be updated biennially.
Innovation and Modernization Grants
Though the vast majority of Perkins V funding is awarded on a noncompetitive basis via BSGs
and approved state plans, Innovation and Modernization (I&M) grants represent a different
approach designed to encourage experimentation, as these federal grants can be administered
directly to LEAs or IHEs. The purpose of the competitive I&M grants59 is to identify, support,
and rigorously evaluate evidence-based and innovative strategies and activities to improve and
modernize CTE and align workforce skills with labor market needs. No more than 20% of the
national activities funding may be used for I&M grants.
Eligible entities, institutions, and recipients are as defined throughout Perkins V, and previous
recipients of these competitive grants include LEAs, IHEs, and state boards. Applicants that
predominately serve low-income families have priority in the I&M grant competition. The first
competition occurred in 2019, with nine grants awarded, each totaling $1.5 million; all grantees
received approximately $500,000 over the course of three years.60 Grant activities must be
independently evaluated, including a quantitative analysis of the effectiveness of the project
carried out under the I&M grant.
Grantees must match not less than 50% of the federal funds with non-federal sources, and they
must show how the CTE programs or programs of study to be implemented reflect the needs of
employers, as demonstrated by a comprehensive needs assessment. Funds must be used to create,
develop, implement, replicate, or take to scale evidence-based, field-initiated innovations to

57 See the research and efforts of the National Research Center for Career and Technical Education at
https://www.sreb.org/national-research-center-career-and-technical-education. Examples of evidence-based CTE
research include using longitudinal data systems to understand whether CTE programs produce better outcomes in
terms of enrollment, employment, and wages. This research may also help to develop, improve, and identify the most
successful methods for eliminating inequities in access to effective teaching in CTE programs, and for addressing the
needs of special populations.
58 For an example, see the final report authorized under and published consistent with Perkins IV at
http://s3.amazonaws.com/PCRN/docs/NACTE_FinalReport2014.pdf.
59 I&M grants did not exist prior to Perkins V.
60 For a list of grantees and more information on their applications, see https://cte.ed.gov/grants/innovation-and-
modernization-grant-program.
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modernize and improve the effectiveness and alignment of CTE education and to improve student
outcomes. These efforts may include the following activities:61
 designing and implementing courses or programs of study aligned to labor
market needs in new or emerging fields and working with industry
representatives to upgrade equipment, technology, and related curricula used in
CTE programs, with an emphasis on coding and computer science subject areas;
 improving CTE outcomes through innovative delivery models, including school-
based simulated work sites, mentoring, work site visits, job shadowing, project-
based learning, and skills-based and paid internships;
 improving the transition of students from secondary to postsecondary education
or employment, or from the completion of one postsecondary program to another,
which could include the creation, development, or expansion of dual or
concurrent enrollment programs;
 redesigning the high school experience, which may include evidence-based
transitional support strategies for students who have not met postsecondary
eligibility requirements;
 creating or expanding recruitment, retention, or professional development
activities for CTE faculty and support staff, including counselors and
paraprofessionals;
 developing a coordinated strategy that uses CTE programs to address identified
employer needs and workforce shortages, such as shortages in the early
childhood, elementary school, and secondary school education workforce; and
 establishing an online portal for CTE students, including special populations, to
prepare them for postsecondary CTE education, which could include mentoring,
identifying career opportunities and interests, and a platform to establish online
savings accounts and gain financial literacy skills.
Tribally Controlled Postsecondary Career and Technical Institutions Program
(TCPCTIP)62
Section 116 of Perkins V authorizes grants to provide support for the education and training of
Indian students attending tribally controlled postsecondary career and technical institutions that
are not eligible for assistance under Title I of the Tribally Controlled Colleges and Universities
Assistance Act of 1978 (TCCUAA )63 or the Navajo Community College Act.64 There are two
IHEs that qualify for funding under TCPCTIP: the United Tribes Technical College in North
Dakota and the Navajo Technical University in New Mexico. These two IHEs are also the only
recipients of funds from the Department of the Interior’s Tribal Technical Colleges program.65
Funds provided under TCPCTIP may be used by recipients for expenses associated with CTE
programs for Indian students, including program development costs; operations and maintenance

61 A comprehensive list of allowable grantee activities can be found in Perkins V, Section 113.
62 Perkins V, §116.
63 25 U.S.C. §1801 et seq.
64 P.L. 92-189, as amended.
65 TCCUAA, Title V; 25 U.S.C. §1861 et seq.
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of facilities; equipment, transportation, daycare, and family support programs for students; and
student stipends.
Additional Provisions under Title II
Title II of Perkins V specifies general provisions regarding federal and state administrative
provisions. The following subsections describe a few key provisions.
Supplement, Not Supplant and Maintenance of Effort66
The supplement, not supplant provision requires states and local education providers to
supplement, not supplant, non-federal funds to carry out CTE activities.
The maintenance of effort (MOE) provision states that to receive Perkins funds, a state’s fiscal
effort per CTE student or aggregate CTE expenditures for the preceding fiscal year must be equal
to or greater than the corresponding expenditures from the preceding fiscal year. The state may
establish a new baseline for the MOE metrics, which is not less than 95% of the state’s fiscal
effort per CTE student or aggregate CTE expenditures for the preceding fiscal year, or the state
may use the baseline that was in effect on the day before the enactment of Perkins V. If total
Perkins V CTE program appropriations decrease by a certain percentage, states may decrease
their fiscal effort per CTE student or aggregate CTE expenditures by the same percentage.
If a state fails to meet its MOE requirement for one or more of the five preceding fiscal years, the
state’s allotment is reduced by the same proportion by which the state failed to meet the
requirement. The Secretary can waive this provision under exceptional circumstances.
Limitation for Certain Students67
Perkins V funds may not be used to provide CTE programs for students prior to the middle grades
(grades 5-8, as defined in Section 8101 of the ESEA).
Private Schools Staff and Students68
State and local CTE providers are to include, “to the extent practicable upon written request,”
teachers and other personnel at nonprofit private schools in local CTE professional development
activities. Similarly, this section allows for the “meaningful participation” of students attending
nonprofit private schools in local CTE programs funded by Perkins V.
Study on Programs of Study Aligned to High-Skill, High-Wage Occupations69
The Government Accountability Office (GAO) must conduct a study to evaluate the strategies,
components, policies, and practices used by eligible agencies or eligible recipients receiving
Perkins funding to successfully assist all students in pursuing and completing programs of study
aligned to high-skill, high-wage occupations, including subgroups or special populations who
may be underrepresented in these fields. This study must also note any challenges associated with
the replication of best practices and must be informed by geographically diverse and

66 Perkins IV, §311.
67 Perkins V, Section 215.
68 Perkins IV, §317.
69 Perkins V, §219.
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representative groups of students, parents, Perkins recipients, CTE teachers and support staff,
Indian tribes and tribal organizations, special populations, and representatives of business and
industry. The Comptroller General must submit the study to the House Committee on Education
and the Workforce and to the Senate Committee on Health, Education, Labor, and Pensions.70
Perkins V Authorizations and Appropriations
Perkins V contains three separate authorizations of appropriations: Basic State Grants, National
Activities, and Tribally Controlled Postsecondary Career and Technical Institutions (TCPCTI).
Appropriations are authorized for FY2019 through FY2024.
Table 2 includes actual appropriations for FY2019-FY2021 and budget authority for FY2022-
FY2024.

70 There is no statutorily specified deadline for when GAO must submit the results of the study.
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Table 2. Perkins V Actual Appropriations and Authorizations of Appropriations, FY2019-FY2024
(Dollars in thousands)
FY2019
FY2020
FY2021
FY2022
FY2023
FY2024
Program
(Actual)
(Actual)
(Actual)
(Authorized)
(Authorized)
(Authorized)
Basic State Grants (Title I)
1,262,598
1,282,598
1,334,848
1,281,937
1,299,884
1,318,082
National Activities (§113)
7,421
7,421
7,421
7,977
8,089
8,202
TCPCTI
9,564
10,000
10,634
10,178
10,321
10,456
Total, Perkins IV
1,279,583
1,300,019
1,352,903
1,300,092
1,318,294
1,336,740
Source: U.S. Department of Education, Department of Education Budget Tables, FY 2021 Congressional Action, https://www2.ed.gov/about/overview/budget/tables.html?
src=rt, and Perkins V (P.L. 115-224)
Note: Details may not add to totals due to rounding.

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Appendix A. History of Perkins Acts
The following is a history of the legislation providing general federal support for career and
technical education (CTE) programs that was enacted and eventually superseded by subsequent
legislation until Perkins V.
The federal government has a long history of supporting workforce development, which includes
CTE. The First Morrill Act of 1862 (7 U.S.C. §301 et. seq.) supported the development of the
current system of land-grant colleges to teach the agricultural and mechanical arts to what it
referred to as the “industrial classes.” Federal funding for vocational education was initiated with
the passing of the Smith-Hughes Act in 1917.71 In 1917, vocational education was termed “vital
to national defense and prosperity.”72
Vocational Education Act of 1963 and Vocational Education
Amendments of 1968
Though the federal government has played a role in CTE since the First Morrill Act of 1862 and
the Second Morrill Act of 1890 (7 U.S.C. §312 et seq.), the Vocational Education Act of 1963
(VEA; P.L. 88-210) and the subsequent Vocational Education Amendments of 1968 (VE
Amendments; P.L. 90-576), greatly expanded the federal role in vocational education, providing a
modern precursor to Perkins V.
Whereas the Smith-Hughes Act focused on secondary schools, the VEA substantially increased
funding for postsecondary and adult vocational education programs, and it incentivized the
creation and expansion of vocational programs to serve at-risk students.73 The VEA established
what are now called Basic State Grants (BSG), which accounted for 90% of VEA appropriations.
The VEA also increased support for dedicated vocational education schools, including providing
funds for their construction. Additionally, the VEA provided funding for research, program
development, and demonstration programs related to vocational education.
Within a year of the enactment of the VEA, federal appropriations for vocational education were
five times greater than under the Smith-Hughes Act. The VE Amendments created a National
Advisory Council on Vocational Education to advise the Commissioner of Education74 on the
administration and design of programs relating to vocational education and to collect and
disseminate information about program effectiveness.
Perkins I
In 1984, the Carl D. Perkins Vocational Education Act (Perkins I; P.L. 98-524)75 replaced the term
at-risk students with special populations and defined them as students with disabilities,

71 The Smith-Hughes Act was repealed by the Balanced Budget Act of 1997 (P.L. 105-33).
72 U.S. Congress, House of Representatives, Annual Report of the Federal Board for Vocational Education, 65th Cong.,
2nd sess., Doc. No. 16 (Washington, DC: GPO, 1917).
73 The term at-risk students was defined in 1963 as “persons who have academic, socio-economic, or other handicaps
that prevent them from succeeding in the regular vocational education program.” The percentage of funding
specifically designated for at-risk students was left undefined.
74 Now the Secretary of Education.
75 With this act, the VEA was renamed in honor of Carl D. Perkins (1912-1984), who was chairman of the House
Committee on Education and Labor from 1967 to 1984. The Perkins Federal Student Loan Program, while authorized
by entirely different acts, is also named after Carl D. Perkins, leading to occasional confusion between the two
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economically disadvantaged students, adult students, single parents and homemakers, and
students in correctional institutions.76 Perkins I required each state to spend 57% of its BSG funds
on activities targeting the vocational education of special populations. The remainder was to be
spent on the improvement of vocational education programs.
Perkins II
The Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990
(Perkins II; P.L. 101-392) made several revisions to the Perkins programs. The act established the
Tech Prep program,77 which was designed to coordinate secondary and postsecondary vocational
education activities into a coherent sequence of courses. The law also required that at least 75%
of BSG funds be allocated to local recipients and eliminated most of the set-asides (formerly
57%) for special populations from Perkins I. Additionally, Perkins II required states to develop
and implement performance standards and measures such as program completion and job
placement rates.
Perkins III
The Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III; P.L. 105-332)
increased the share of BSG state funds distributed to the local level to 85%, of which up to 8.5%
could be reserved for programs in rural and other high-need areas. Perkins III also expanded state
accountability, introducing core indicators of performance and adjusted levels of performance on
each core indicator to be negotiated between the state and the Secretary of Education. Sanctions
based on states failing to meet performance levels were also introduced, as were incentive grants
to states for exceeding performance levels.
Perkins IV
The Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV; P.L.
109-270) replaced the term vocational and technical with career and technical, introduced the
specific program of study requirement, and created an explicit linkage between CTE and
academic standards.78 State plans had to include accountability indicators and performance levels
negotiated with the Secretary of Education.79

programs, though Perkins loans have not been disbursed since 2018.
76 The term special populations is currently defined in Section 3(29) of Perkins IV and means individuals with
disabilities; individuals from economically disadvantaged families, including low-income youth and adults; individuals
preparing for non-traditional fields; single parents, including pregnant women; out-of-workforce individuals; English
learners; homeless individuals; youth who are in, or have aged out of, the foster care system; and youth with a parent
who is a member of the Armed Forces or is on active duty.
77 The Perkins V reauthorization eliminated the Tech Prep program.
78 For more information on differences between Perkins IV and Perkins V, see Reauthorization of the Perkins Act in the
115th Congress: The Strengthening Career and Technical Education for the 21st Century Act.
79 The Perkins V reauthorization removed the required negotiations between states and the Secretary on levels of
performance.
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Appendix B. Basic State Grants Allocation Formula
This appendix provides a detailed description of the formula used for allocating Perkins V Basic
State Grant (BSG) funds to the states after set-asides for the outlying areas, the Native American
CTE Program, and the Native Hawaiian CTE Program have been reserved.
Foundational Grants
After reservations for Guam, American Samoa, the Commonwealth of the Northern Mariana
Islands, the Republic of Palau, and the Native American and Native Hawaiian CTE Programs,
BSG funds are awarded to the 50 states, the District of Columbia (DC), Puerto Rico, and the U.S.
Virgin Islands. Each of the 50 states, DC, Puerto Rico, and the U.S. Virgin Islands receives a
foundational grant equal to its FY2018 allocation. If the appropriation falls below the FY2018
appropriation, foundational grant allocations are ratably reduced.
New Money Allocations
When total appropriations exceed FY2018 appropriations, the formula first allots up to one-third
of the new money to bring states80 with initial allocations below 0.5% of total allocations up to
the 0.5% level.81 States that are furthest below the 0.5% mark would receive proportionately
larger shares of the new money than states that are closer to, but still below, the 0.5% minimum.
If total appropriations are sufficiently high, then each state would be able to reach the 0.5%
minimum allocation. States benefitting from this use of the new money are often referred to as the
small states.
The remaining funds—at least two-thirds of the new money, plus any funds left over from
bringing the small states up to the 0.5% minimum—would be allocated to all states based on their
population and per capita income factors. The formula for state allocations was historically
designed to target funds toward states with higher proportions of 15- to 19-year-olds. States with
lower per capita incomes are also targeted by the formula.
The formula depends on three population groups in each state: persons aged 15 to 19, 20 to 24,
and 25 to 65. Each of these populations is then weighted in the calculation of initial allocations.
The largest weight (0.5) is assigned to the 15 to 19 age group. The 20 to 24 age group is weighted
0.2, while the 25 to 65 age group is weighted 0.15. A final calculation, based on the state’s
proportion of the total funding determined by the sum of the first three calculations, is weighted
0.15.
These population-based allotments are adjusted based on states’ PCI, with the allotment ratios
bounded between 0.4 (for states with PCIs substantially higher than the national average) and 0.6
(for states with PCIs significantly lower than the national average). In accordance with statutory
provisions, a state’s PCI is defined as that state’s average PCI over the most recent three years for
which data are available.

80 States includes DC, Puerto Rico, and the U.S. Virgin Islands.
81 The new money would not be used to bring the U.S. Virgin Islands’ allocation to the 0.5% level, according to
Section 111(a)(4)(D) of Perkins V.
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The second factor in the formula is the state’s allotment ratio. The ratio is calculated by dividing a
state’s PCI82 by the national average PCI. That quotient is then multiplied by 0.5 and subtracted
from 1.

This calculation results in higher allotment ratio values for states with low PCIs and lower
allotment ratio values for states with high PCIs. No state may have an allotment ratio higher than
0.6 or lower than 0.4.83 Allotment ratios for states with higher or lower calculated ratios are set to
either 0.6 or 0.4, respectively.
Each state’s new money allocation is calculated by adding four quantities based on weighted
population-based calculations focused on three age groups (three quantities are derived through a
separate calculation for each age group, and one is based on summing total funding determined
through these separate calculations for each of the age groups). As is delineated below, the PCI-
based allotment ratios are applied to these calculations.
𝑁𝑒𝑤 𝑀𝑜𝑛𝑒𝑦 𝐴𝑙𝑙𝑜𝑐𝑎𝑡𝑖𝑜𝑛
= (𝐴𝑙𝑙𝑜𝑐𝑎𝑡𝑖𝑜𝑛15−19 + 𝐴𝑙𝑙𝑜𝑐𝑎𝑡𝑖𝑜𝑛20−24 + 𝐴𝑙𝑙𝑜𝑐𝑎𝑡𝑖𝑜𝑛25−65 + 𝐴𝑙𝑙𝑜𝑐𝑎𝑡𝑖𝑜𝑛𝑝𝑟𝑜𝑝)
× (𝑇𝑜𝑡𝑎𝑙 𝐴𝑝𝑝𝑟𝑜𝑝𝑟𝑖𝑎𝑡𝑖𝑜𝑛𝑠 − 𝑠𝑒𝑡 𝑎𝑠𝑖𝑑𝑒𝑠 − 𝑠𝑚𝑎𝑙𝑙 𝑠𝑡𝑎𝑡𝑒𝑠 𝑚𝑜𝑛𝑒𝑦)
The first three components of the sum are calculated by multiplying a state’s PCI-based allotment
ratio by its population in the given age group, and then dividing the result by the sum of all such
products across all the states. That number is then multiplied by the weight corresponding to the
particular age group:

where 0.5 is the weight factor associated with the 15 to 19 population group.
Correspondingly, the allocations associated with the 20 to 24 and 25 to 65 population groups are
calculated as follows:

where 0.2 is the weight factor associated with the age 20 to 24 population group, and

where 0.15 is the weight factor associated with the 25 to 65 population group.

82 For the purposes of this formula, a state’s per capita income is defined as the average of that state’s per capita income
values for which data are available. A state’s per capita income for a given year is calculated by dividing the total
personal income in that state by the state’s population.
83 The U.S. Virgin Islands and Puerto Rico are automatically assigned allotment ratios of 0.6.
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The fourth component of a state’s initial allocation, 𝐴𝑙𝑙𝑜𝑐𝑎𝑡𝑖𝑜𝑛𝑝𝑟𝑜𝑝 in the above formula, is
calculated as that state’s proportion of the total funding determined by the sum of the first three
calculations. This last component is given a weight of 0.15. As a result, 𝐴𝑙𝑙𝑜𝑐𝑎𝑡𝑖𝑜𝑛𝑝𝑟𝑜𝑝 is
calculated as follows:

To recap, the largest proportion (50%) of each state’s new money allocation under the formula is
assigned based on the number of persons aged 15 to 19, which is the traditional target population
for CTE programs. The inclusion of PCI in the formula helps states with lower PCIs receive a
greater share of available funds. Thus, states with lower PCIs and higher numbers of persons aged
15 to 19 will get the highest new money allocations.
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Appendix C. Basic State Grants Allocation Table
Table C-1. Basic State Grant Allocations, FY2020
(Dollars in thousands)
State
FY2020 Allocation
Alabama
21,697
Alaska
5,136
Arizona
30,789
Arkansas
13,246
California
128,798
Colorado
19,174
Connecticut
11,011
Delaware
5,557
District of Columbia
5,136
Florida
73,997
Georgia
45,925
Hawaii
6,247
Idaho
7,719
Il inois
45,434
Indiana
28,924
Iowa
12,870
Kansas
11,553
Kentucky
19,666
Louisiana
22,413
Maine
6,247
Maryland
18,227
Massachusetts
20,909
Michigan
41,898
Minnesota
18,999
Mississippi
14,329
Missouri
25,263
Montana
6,018
Nebraska
7,336
Nevada
11,435
New Hampshire
6,247
New Jersey
25,793
New Mexico
9,353
New York
57,681
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State
FY2020 Allocation
North Carolina
43,398
North Dakota
5,136
Ohio
47,064
Oklahoma
16,291
Oregon
15,586
Pennsylvania
45,115
Rhode Island
6,247
South Carolina
21,780
South Dakota
5,247
Tennessee
27,353
Texas
113,620
Utah
15,314
Vermont
5,136
Virginia
28,777
Washington
23,278
West Virginia
8,953
Wisconsin
22,715
Wyoming
5,136
Puerto Rico
19,508
Virgin Islands
1,010
American Samoa
384
Northern Mariana Islands
384
Guam
724
Native American and
16,032
Native Hawaiian
Programs
Freely Associated States
176
Other
3,206
Total
1,282,598
Source: U.S. Department of Education, Budget Service, State Tables by Program, October 26, 2021,
https://www2.ed.gov/about/overview/budget/statetables/index.html.

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Author Information

Adam K. Edgerton

Analyst in Education Policy

Acknowledgments
Portions of this report were drawn from previous reports authored by Boris Granovskiy, former CRS
Analyst in Education Policy, and Cassandria Dortch, CRS Specialist in Education Policy.

Disclaimer
This document was prepared by the Congressional Research Service (CRS). CRS serves as nonpartisan
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under the direction of Congress. Information in a CRS Report should not be relied upon for purposes other
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