Political Climate
• As we move toward elections, partisanship is
expected to get worse
• Only “must-pass” legislation is moving
• Funding issues are driving the debate…even on
authorizing issues
• Jobs/skills gap are key concerns
Congressional Schedule
Senate Recess
May 26-30
June 30-July 4
August 4-September 5
House Recess
June 2-6
June 30-July 4
August 1-September 5
September 22-26
October 3----
Happening Now…
• FY 2015 Funding
• Reauthorizations
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Workforce Investment Act
Carl D. Perkins Act
Higher Education Act
Elementary and Secondary Education Act
President’s FY 15 Budget Request
• Total education funding increased by over $1 billion ($69
billion)
• Level Funds Perkins State Grants ($1.118 billion)
• Does not fully restore to pre-sequester
• National Programs remain at sequester level
• Proposes set-aside from Perkins State Grants
• $100 million for competitive innovation fund, including $10
million for “Pay-for-Success” projects
• Reflects department’s blueprint for reauthorization of Perkins CTE
Act
Federal Perkins Appropriations
(in thousands of $)
Program
FY 2012
FY 2013
FY 2014
FY 14 v. FY 13
Perkins State
Grants
1,123,030
1,064,446
1,117,598
+53,152
CTE National
programs
7,829
7,421
7,421
0
FY 15 Appropriations Process
• Appropriations request letters for Perkins went to House
and Senate Labor-HHS-ED subcommittees in early April
• Called for increase to pre-sequester levels
• 94 signers in House and 25 in Senate
• Sec. Duncan testified on Administration’s budget request
in April and May
• House and Senate Labor-HHS-ED appropriations
subcommittees, House Education and the Workforce
Committee, and Senate Budget Committee.
• Questioned on budget request for Perkins
• Committees were critical of focus on competitive programs
FY 15 Appropriations Process
• Caps for each of the 12 subcommittees (302(b))
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•
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Labor, HHS and Education
Current FY 14: $156.8 billion
House: $155.7 billion
Senate: $156.8 billion
• Perkins funding will come from this total
• House and Senate Appropriations Committees will write
FY 15 funding bills
• Likely occur in mid summer
Key FY 15 Appropriations Messages
• Funding for the Perkins is currently more than $140
million lower than in FY 2010
• Over 20 states are currently receiving allocations at
or below the level they received in 1998
• It is time to build our federal investment in CTE by
supporting increased Perkins funding in FY 2015
• Congress must make investing in CTE a top priority
Perkins Reauthorization
House Activity
• Subcommittee hearing, 9/20/13
• Full Committee hearing, 11/19/13
• Field hearing in Las Vegas, 3/18/14
• Big focus on industry partnerships, certifications,
and secondary-postsecondary pathways
• Likely to turn to Perkins after WIA
Senate Activity
• No formal activity on Perkins, but possibility in
summer
• Senate staff are gathering information
• Key themes:
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Labor market alignment
Public-private partnerships
Secondary-postsecondary connections
Performance/accountability
Innovation/best practices
ACTE Activities
• Now working on specific legislative language
• Working closely with congressional staff;
particularly Caucus and Committees
• Helped form a coalition of groups interested in the
law
• Organizing school visits for Hill staff, educational
briefings for press, etc
Business Involvement
• IBM-led group has been meeting with Hill staff
• Released a letter last week with over 200 sigs:
• Align CTE programs to the needs of the regional, state, and
local labor market
• Support effective and meaningful collaboration between
secondary and postsecondary institutions and employers;
• Increase student participation in experiential learning
opportunities such as industry internships, apprenticeships
and mentorships; and promote the use of industryrecognized credentials
Partner Groups
• NASDCTEc
• AASA
• NEA
• NGA
• Business groups – IBM, Chamber, Opportunity
Nation, etc
• Ed/Workforce groups – NAPE, NASSP, NAWB,
counseling groups, CTSOs, etc
ACTE Perkins Guiding Principles
1.
2.
3.
4.
5.
6.
Redefine the Federal Role in CTE
Target Expenditures
Define Program Quality Elements
Ensure Relevant and Consistent Data
Offer Incentives for Innovation
Provide the Infrastructure to Support the System
Program of Study
The term ‘career and technical education program of study’ is a
coordinated, non-duplicative sequence of secondary and postsecondary
academic and technical courses that:
• incorporate rigorous, state-identified college-and-career readiness
standards that address both academic and technical content;
• support attainment of career readiness skills;
• progress in content specificity (beginning with all aspects of an industry
or career cluster leading to more occupationally specific instruction);
• incorporate multiple entry and exit points with portable
demonstrations of technical competency, which may include credittransfer agreements or industry-recognized certifications; and
• culminate in the attainment of an industry-recognized certification or
license, an apprenticeship or postsecondary certificate, or an associate
or baccalaureate degree.
Uses of Funds
Provide career exploration and career development activities through an
organized, systemic framework designed to aid students, both before and
during program of study participation, in making informed plans and
decisions about future education and career opportunities and enrollment
in career and technical education programs of study, including—
• introductory courses or activities focused on career exploration and
career awareness, which may include courses or activities offered
before high school;
• readily available career and labor market information, such as
information relative to employment sectors, educational requirements,
information on occupational supply and demand, and other information
on careers aligned to state or local economic priorities;
• programs and activities related to the development of individualized
graduation and career plans; and
• career guidance and academic counseling that provides information on
postsecondary and career options; and
Uses of Funds
Plan and carry out the elements described in section
134(b)(2)(D) of the local plan to support high-quality
implementation of career and technical education
programs of study; and
Develop and implement evaluations of the activities
carried out with funds under this part, including
evaluations necessary to complete the annual needs
assessment required under section 134(a).
Program of Study Elements
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sustained, intensive, and focused professional development for teachers, administrators, guidance counselors on both content and
pedagogy that—
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supports high-quality academic and career and technical education instruction
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ensures labor market information is utilized to inform programs and guidance and advisement offered to students
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curriculum aligned with the requirements for a program of study defined in section 3(X)
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teaching and learning strategies focused on the integration of academic and CTE content, including supports necessary to
implement such strategies
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ongoing relationships among education, business and industry, and other community stakeholders
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opportunities for secondary students to earn postsecondary credit while in high school, such as through credit transfer agreements
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career and technical student organizations, and other activities that promote the development of employability skills
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appropriate equipment and technology aligned with business and industry needs
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a continuum of work-based learning opportunities, such as job shadowing, mentorships, internships and apprenticeships
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valid and reliable technical skills assessments to measure student achievement, which may include industry-recognized
certifications or lead to other credentials
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support services to ensure equitable participation for all students
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recruitment and retention efforts to ensure highly effective educators and administrators
Accountability Questions
• What info has been most important to your state
advocacy efforts?
• How can we reduce the data burden on programs?
• If Perkins only required the collection of data on
Program of Study students, would that be okay?
Workforce Investment
Act
Workforce Investment Act
• Strengthening Knowledge and Investing in Life-Long
Skills (SKILLS) Act (H.R. 803)
• Passed the House on March 15, 2013
• Workforce Investment Act of 2013 (S. 1356)
• Passed HELP Committee on bipartisan vote
• Bipartisan, bicameral negotiations yielded
compromise last week
Workforce Innovation & Opportunity Act
• Elimination of sequence of services
• Direct contracting with education providers
• Focus on career pathways
• Common accountability measures
• Workforce boards streamlined – may be more
difficult for CTE to be represented
Workforce Innovation & Opportunity Act
Infrastructure funding:
• Local WIBs are directed to attempt a voluntary agreement, as done under
current law, before the new funding mechanism goes into effect
• Partner contribution is limited to 1.5% of total grant funds available, and must
come from administrative expenses
• One-stop partner contributions are based on proportionate use of the one-stop
system
• Statutory requirements of partner programs must be considered when
determining contribution amount
• If state statute places authority of partner program funding outside of the
governor’s office, then the determination of contribution amount is made by
the eligible entity or official with that authority
• Only local areas without a voluntary agreement are affected by the mechanism
Workforce Innovation & Opportunity Act
• Bill “hot-lined” in Senate
• Will be considered on floor next week as
amendment to House bill
• Currently, no amendments, although some noncontroversial ones possible
• After bill passes Senate it will go back to House
• No “Plan B”