1. Career and Technical Education
in Minnesota
Minnesota Perkins State
Career and Technical Education Plan
2006 Carl D. Perkins Career and Technical Education Act
Presentation to the
Governor’s Workforce Development Council
March 13, 2008
2. 2006 Carl D. Perkins Career and Technical Education Act
Purpose of 2006 Perkins Act (Perkins IV)
• Perkins IV Directs
The Operation of Secondary, Postsecondary, and Adult
Career and Technical Education Programs for the Period
from July 1, 2007 to June 30, 2013
• Perkins IV Requires
Career And Technical Education (CTE) to Have a
Renewed and Strengthened Focus on Collaborative
Partnerships and the Development and Implementation of
Programs Spanning Secondary And Postsecondary
Education for Students Wishing to Combine Academic and
Technical Preparation
DRAFT
3. The 21st Century Career and Technical Education Framework:
The National Context
The Intent of Perkins IV jointly addresses the three prominent
national education and workforce development policy issues
facing the United States in the DRAFTst century
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4. Minnesota’s New Direction for CTE
Scope of the Perkins Act
• Minnesota will receive approximately $20 million in FY08:
of which 85% goes to system colleges and high schools,
with 15% remaining at OOC and the Minnesota Department
of Education
• Of the 85% allocated to system colleges and high schools:
90% will be allocated using a formula based on CTE
participation and poverty measures
10% will be allocated using formula based on CTE
participation and the geographical spread (in area) of
a consortium
• Of the 85% allocated to system colleges and high schools:
58% will go to system colleges and 42% to high
schools
DRAFT
5. Minnesota’s New Direction for CTE
Scope of the Perkins Act
o While this is a relatively small investment
when compared to education spending as
a whole (the state’s K-12 education budget is about
$15 billion, and the higher education budget is around $3
billion)
o The federal investment (Perkins) does
much to provide a direction for state and
local expenditures on CTE
o This makes the information in the State
Plan critical for career and technical
education to be successful in
Minnesota
DRAFT
6. Minnesota’s New Direction for CTE
State Plan Components
• Planning, Coordination and Collaboration
Prior to Plan Submission
• Program Administration under a New
Consortium Structure
• Service to Special Populations
• Accountability and Evaluation
• Tech Prep Roll-in
• Financial Provisions and Assurances
• Appendices
Draft State Plan available at
www.perkinsplan.project.mnscu.edu
DRAFT
7. Minnesota’s new Direction for CTE
What is New for Minnesota State CTE Plan Under Perkins IV
• Established formal consortia of
secondary and postsecondary
partners to receive Perkins funds,
jointly administering programs and
support services for all secondary and
post-secondary CTE students through
a single joint local consortium plan.
DRAFT
8. Minnesota’s New Direction for CTE
Program Administration under a
New Consortium Structure
Minnesota, then, is
forwarding a structural
change under Perkins
IV that has established
26 local consortia of
secondary school
districts and two-year
System colleges.
DRAFT
9. Minnesota’s new Direction for CTE
What is New for Minnesota State CTE Plan Under Perkins IV
• Each local consortium submits a
local plan on May 8, 2008 to
design, develop and implement
programs of study/career
pathways than span at least two
years of high school and the first
two years of post-secondary
education to meet a new
requirement under Perkins IV.
DRAFT
11. Minnesota’s New Direction for CTE
Programs of Study
This chart
describes
Minnesota’s
Career Fields,
Career
Clusters and
Career
Pathways
DRAFT
12. Minnesota’s New Direction for CTE
Accountability and Evaluation
Secondary Post-Secondary
• Academic Attainment – Reading/
• Technical Skill Attainment
Language Arts
• Academic Attainment – Mathematics
• Certificate Diploma, AAS, or
• Technical Skill Attainment AS Completion
• Secondary School Completion • Student Retention or Transfer
• Student Graduation Rates • Placement into Employment
• Secondary Placement into Higher • Nontraditional (Gender-Based)
Ed, Military, or Employment Participation
• Nontraditional Gender-Based) • Nontraditional (Gender-Based)
Participation Completion
• Nontraditional (Gender-Based)
Completion
DRAFT
13. Minnesota’s new Direction for CTE
What is New for Minnesota State CTE Plan Under Perkins IV
• The accountability provisions have more indicators, a
greater degree of precision, and higher reporting
requirements than under Perkins III. Under Perkins IV
the accountability provisions include requiring:
– The development of separate technical skill attainment
measures as part of the overall accountability requirements.
– Measuring of secondary CTE performance using the No
Child Left Behind accountability measures.
– Post-Secondary CTE success measure has been expanded
beyond just graduation to include retention and transfer
– The negotiation between the each local consortia and the
state on all accountability indicator targets and performance.
DRAFT
14. Minnesota’s new Direction for CTE
What is New for Minnesota State CTE Plan Under Perkins IV
• While ensuring the continued provision of
programs and services to special populations,
which has been the hallmark of the Perkins
legislation, both at the state and local levels,
consortia must address through their local plan:
– The targeting of under-served and special
populations, by advocating the use of the same
strategies and measurement outcomes that
apply to all other student populations, and,
– Preparing non-traditional students for high-skill,
high-wage, or high-demand employment in the
region.
DRAFT
15. Policy Implications Resulting from Implementing the
Minnesota Five-Year State Career and Technical Education
Plan
• Redirect how Minnesota designs its CTE
programs to support programs of study/career
pathways implementation.
• Establish a differentiated system of
accountability for all CTE programs that
distinguishes between technical skill
proficiency and conventional graduation
outcomes, significantly affecting how learner
outcomes are assessed in high school and
college CTE programs.
DRAFT
16. Policy Implications Resulting from Implementing the
Minnesota Five-Year State Career and Technical Education
Plan
• Strengthen secondary and postsecondary
collaboration by requiring high schools and
colleges to expend Perkins funds as a
consortium of high schools and colleges who
together will meet the intent of the Perkins
Law through a single joint local plan.
• Determine the process for allocating Perkins
funds to high schools and colleges based on
a rationale agreed to by the Chancellor of the
Minnesota State Colleges and Universities
and the Commissioner of the Minnesota
Department of Education.
DRAFT
17. Policy Implications Resulting from Implementing the
Minnesota Five-Year State Career and Technical Education
Plan
• Explore coordinated data systems that allow
for a wider array of accountability measures
as students move directly from high school to
college, in and out of education, and transition
between education and employment.
• Require that dual enrollment and articulation
strategies be addressed as consortia are
implementing programs of study/career
pathways.
DRAFT
18. Policy Implications Resulting from Implementing the
Minnesota Five-Year State Career and Technical Education
Plan
• Support the goal of improving college
readiness by identifying the high school
academic and CTE courses that are
preparatory to college programs as an integral
part of implementing programs of study/career
pathways.
• Target Perkins funds to complement state and
other federal programs that focus primarily on
student support services to the underserved
student, including those classified as special
populations.
DRAFT
19. Minnesota’s New Direction for CTE
Looking Towards Implementation
When put into practice, the Minnesota Five-Year State
CTE Plan will make one thing clear, CTE in Minnesota
will reinforce what was already begun under the last
State Plan:
The expectation of developing efficient
systems, policies, processes and
procedures that increasingly intertwine
learning with work; and, where increasing
achievement, greater opportunities,
and varied options are not just choices
but are objectively- determined outcomes
that will first and foremost benefit all
students
DRAFT
