Perkins

All Perkins project applications and reports can be found on the Chancellor's office NOVA data base:

NOVA Database

What is the Perkins V grant?

​The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was signed into law by President Trump on July 31, 2018. This bipartisan measure reauthorized the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) and continued Congress’ commitment in providing nearly $1.4 billion annually for career and technical education (CTE) programs for our nation’s youth and adults.

Perkins V represents an important opportunity to expand opportunities for every student to explore, choose, and follow career and technical education programs of study and career pathways to earn credentials of value. As States and local communities embark on the development of new plans for CTE, the Department hopes that the videos, resources, links, and media found below and throughout this Website can be useful tools for States and local recipients in "rethinking CTE" and arriving at bold goals under the newly-authorized Perkins V statute.

https://cte.ed.gov/legislation/perkins-v

Perkins V Core Indicators of Performance

Finding My Perkins IV Core Indicator Steps

Finding My Perkins V Core Indicator Steps

1 P1: Postsecondary Placement and Retention: The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are: 1. in advanced training, 2. military service, 3. 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.), 4. volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), 5. Placed or retained in employment.

How do we improve completion and persistence?

  • We can increase awareness of financial aid
  • We can loan text books or use open textbooks
  • We can provide mentors, role models, and support groups for encouragement
  • We can address issues of stereotype threat and self-efficacy

How do we improve Technical Skill Attainment?

  • We can offer tutoring
  • We can provide basic skills instruction
  • We can organize study groups
  • We can provide alternative forms of instructional delivery, including group projects, flexible seating, online supplemental practice, etc.
  • We can ensure instructors understand the needs of special population groups

2 P1: Earned Recognized Postsecondary Credentials: The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion. (This means that a student gets counted under this indicator whether the student obtains the credential during participation or within 1 year of completion. The Department interprets "within 1 year of completion" to have the plain meaning of those words: "that the student would be counted if the student obtains the credential in the 1 year following that student's completion of the program.)

How do we improve employment and the attainment of credentials?

  • We can provide internships, job shadowing and paid work experience
  • We can maintain strong working relationships with advisory committees and employers
  • We can provide job search and development services
  • We can ensure that students have “soft skills” in addition to technical skills (dress, conduct, timeliness, and working well with others)

3 P1: Non-Traditional Program Concentration: The percentage of CTE concentrators in career and technical education programs and programs of study that lead to nontraditional fields. (This means that a student gets counted under this indicator if individuals from their gender comprise less than 25 percent of the individuals employed in the related occupation or field of work.)

How do we improve Nontraditional Participation and Completion ?

  • We can offer exploratory programs targeted to underrepresented groups so they can learn about the programs and find their interest and motivation
  • We can provide role models and mentors
  • We can make sure that we have facilities and equipment for both women and men (e.g. locker rooms, bathrooms, various sizes of tools and safety equipment)
  • We can make sure every student does every task, giving equal access to all aspects of training
  • We can learn about your own biases and how they affect your teaching style and delivery – and your students

What gender is non-traditional for my program?

References:

  1. Indicators of Performance
  2. Strengthening Career and Technical Education for the 21st Century Act (Perkins V)

Definitions:

Participant: The term ‘CTE participant’ means an individual who completes not less than one course in career and technical education program or program of study of an eligible recipient.

Concentrator: CTE Concentrators is a student who earns at least 12 cumulative credits in a CTE program or program of study;or Completes a program that encompasses fewer than 12 credits.

Special Populations: 1. Individuals with disabilities; 2. Individuals from economically disadvantaged families, including low- income youth and adults; 3. Individuals preparing for non- traditional fields; 4. Single parents, including Single pregnant women; 5. Out-of-workforce individuals; 6. English learners; 7. Homeless individuals 8. Youth in Foster Care 9. Youth with Parents in Active-Duty Military.

https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Workforce-and-Economic-Development/Career-Education-Practices

Archives

Intensive Program Improvement Initiative (IPII)

The intensive program improvement initiative (IPII) project was designed to create substantial changes in Career Technical Education (CTE) programs at Cerritos College. This program was designed to select projects from the Perkins grant that the college receives annually and fund them at a higher level than habitual. This project was replaced by an application process for all programs interested in the stream of funds.