EDUCATION DEPARTMENT / THE UNIVERSITY
OF THE STATE OF NEW YORK / ALBANY, NY 12234
Jean C. Stevens
Career and Technical Education Interim State Plan
January 23, 2007
Goals 1 and 2
Issue for Decision
Should the Board of Regents
approve the career and technical education interim state plan as required under
the federal Carl D. Perkins Career and Technical Education Improvement Act of
Reason(s) for Consideration
Required by federal statute.
This question will come before the
Regents EMSC-VESID Committee for approval on February 12, 2007.
This is the fourth iteration of
the federal Carl D. Perkins Career and Technical Education Act which provides
funding for career and technical education (CTE) programs in the state. The Act was last renewed in 1998, and
the Regents approved the last state plan at that time.
approximately $60 million in federal Carl D. Perkins Career and Technical
Education Act funds annually.
Eighty-five percent is distributed by formula to eligible school
districts, BOCES and postsecondary institutions. Fifteen percent is used for
administration and statewide initiatives to support CTE program
improvements. These monies support
activities for more than 201,000 secondary and 268,000 postsecondary
students. Last August, the Act was
renewed by Congress through the year 2013.
Renewal of the legislation provides New York State with a unique opportunity to
continue upgrading career and technical education programs and to make them a
key initiative in implementation of the Regents P-16 reform strategy. CTE can be a significant tool for at
least three of the thirteen goals.
CTE can improve high school attendance and graduation rates; it can
assist in helping students transition and persist in postsecondary programs; and
it is a necessary component in raising learning standards to exceed global
The Office of Curriculum and Instruction Support in EMSC and the Office
of K-16 Initiatives and Access Programs in Higher Education co-administer
Perkins funding and are collaborating in developing the interim and final state
plan for these funds that will assist local education agencies and postsecondary
institutions in implementing actions included in the P-16 reform strategy.
The Department must submit to the U.S. Department of Education an interim
state plan for 2007-2008 in April 2007, and a final, five-year plan for the
2008-2009 year and beyond in early 2008.
The draft final plan will be disseminated for public comment in fall 2007
and will be subsequently submitted to the Regents for approval. Since the Board of Regents is the
governing board for career and technical education in New York State, your approval is required for both
the interim and final plan.
The design of the state plan for career and technical education for the
years 2007 through 2013 contains the following elements:
- Continued focus on academic rigor.
Since the implementation of the Regents policy on CTE in 2001, the quality
of both specialized and integrated core academics has improved in New York. This was noted at the federal level
and the Regents policy influenced the inclusion of this in the new
legislation. The new legislation
encourages states to further refine this policy by incorporating programs of
study into the academic program of all CTE students. A program of study is a career pathway
within one of sixteen career clusters. As already outlined in the New York
State career plan/ Career Zone initiatives, the process begins at the
elementary school level with broad career investigation and gradually becomes
more specific as student interests and aptitudes develop. It must include strong academics
and both secondary and postsecondary study. They must lead to an
industry-recognized credential, a certificate, or a postsecondary degree.
- Increased emphasis on successful student
transitions. The state plan
will outline ways in which local education agencies and postsecondary
institutions can assure that their students experience less need for
remediation, lower costs and accelerated study opportunities at the next level
of educational achievement.
This includes transitions from secondary to postsecondary and from
two-year to four-year postsecondary institutions. Institutions at all levels will be
required to develop articulation agreements that have direct benefits to
students. These include automatic
admission, acceptance of credits, and dual credits among others.
- High skill, high wage, high demand jobs
are in the forefront. New
York State CTE programs will be required to prioritize preparing students for
careers that will offer a strong starting salary and will lead to advancement
opportunities. SED will work
closely with the New York State Department of Labor to provide local education
agencies and postsecondary institutions with appropriate regional economic
development statistics needed to prepare students for careers in New York. This interagency coordination will
help make New York economically competitive
by retaining qualified graduates rather than preparing students who then must
York to achieve success. There will be added emphasis on career
pathways that prepare students for scientific, technical engineering and
mathematics related occupations.
- Regular reassessments of technical skill
requirements. Given the
rapidly changing needs of business and industry, the skills required for
career success are changing.
Local education agencies must, at a minimum, reassess the technical
skills requirements for each of their CTE programs every five years. These reassessments must be done
collaboratively with appropriate input from local business and industry. Postsecondary institutions also will
be expected to define the technical skill requirements in their CTE programs.
- Increased requirements for
accountability. In order to
evaluate performance at all levels, it is necessary to have good data. Fortunately, the State Education
Department has implemented unit record systems to determine performance
outcomes for both secondary and postsecondary students. In the Perkins legislation, the
federal government has increased the student performance criteria for states,
and states must do the same for local recipients of Perkins funds. States which do not achieve expected
performance levels could face monetary sanctions in the future. States may also impose monetary
sanctions on local recipients who fail to meet expectations two years in a
row. The core performance
standards for measuring the academic success of students are the same as those
required under NCLB. The
continued development of the Departmentís P-16 data system will put New York in the
forefront in our ability to provide valid and reliable data.
- The Title II (Tech Prep) funds will be
merged with the regular formula funds. An RFP will be issued to obtain
knowledgeable service providers who will have responsibility for Tech Prep
activities in specific geographic areas of New York State, and who will assist local
education agencies to develop the career clusters and career pathways
emphasized in the new legislation. We expect that many of the existing Tech
Prep Consortia will be strong applicants for these new contracts, since they
have significant experience in career clusters as well as Tech Prep. This will allow us to expand funding
for Tech Prep activities and integrate these activities into the broader CTE
- Teacher preparation and staff development
will be strengthened to emphasize the academic and high skills aspects of the
new Act. Just as programs
need to be continuously updated in a changing economy, so do the skills of the
teachers who deliver the program content. The new Act offers opportunities for
using Perkins funds to help emerging and existing teachers meet the demands of
preparing students for the 21st Century global economy.
The Perkins Act has evolved with each reauthorization. Previous legislation emphasized funding
support for improving the academic and technical performance of CTE students,
particularly those students who reflect special population status. The newest version of the Perkins Act
retains its prior funding emphasis, but now adds the priority of preparing
students for emerging and demanding careers. As part of this focus, the new
legislation expects that states will engage the education system and the
business community in discussions of how to best prepare students for a global
economy. The theme of the new
Perkins legislation coincides with the Regents P-16 reform strategy, presenting
a timely opportunity for the Board of Regents to challenge the CTE education
community in New
York to respond.
VOTED: That the Board of Regents approve the
July 1, 2007 through June 30, 2008 career and technical education interim state
plan outline and direct staff to complete the interim state plan for submission
to the U.S. Department of Education as required under the federal Carl D.
Perkins Career and Technical Education Act of 2006.
Timetable for Implementation
of the Board of Regents, Department staff will complete the interim state plan
and submit it to the U.S. Department of Education in April 2007. The interim
state plan will be in effect from July 1, 2007 through June 30, 2008. The final state plan for 2007-2013 will
be submitted to the Regents for approval in early 2008.