Perkins V introduced changes designed to expand access to and participation in career and technical education for all students, enhance Career and Technical Education (CTE) program quality through new mechanisms for program improvement and labor market alignment, and increase flexibility in Perkins funding and accountability. The report examines how states and districts sought to carry out these priorities, including common barriers and variation in implementation. The evaluation draws on surveys of state CTE directors and a nationally representative sample of Perkins-funded districts and independent area CTE schools.
Findings include:
- Most states and districts sponsored activities to expand CTE access and participation, but these efforts were typically not among their highest priorities for CTE.
- States and districts widely implemented Perkins V mechanisms to improve CTE program quality and strengthen alignment with labor market needs, but Comprehensive Local Needs Assessment requirements sometimes limited district implementation.
- Most states used funding flexibilities to support local priorities, but fewer used accountability flexibilities, such as adopting multiple program quality indicators.
