Perkins Fund for Equity and Excellence
Purpose of Fund
The purpose of the Perkins Fund for Equity and Excellence (the Fund) is to redesign the high
school experience for students by providing them with equitable access to rigorous, engaging,
and relevant real-world education through partnerships with business and industry and higher
education that prepares them to graduate from high school and enroll into post-secondary
education without the need for remediation.
Proposed Funding Amount
$100 million
Required Use of Funds
Funds made available under the Fund shall be used to support a comprehensive approach that
requires the integration of the following four components of a 21st century career and technical
education program: (1) integrated and rigorous coursework, (2) articulation and placement
agreements between a local education agency (LEA) and a postsecondary educational
institution (3) employer partnerships and work-based learning, and (4) integrated student
supports.
(1) Integrated Coursework
Programs under the Fund must include integrated coursework in at least two core academic
subjects per student, per year, in courses that meet state university admissions requirements.
Courses must be fully aligned with a state’s rigorous college- and career-ready standards in core
subjects such as English language arts, math, science, history, and foreign language; and with
one or more career and technical education (CTE) courses. Funds should also be used to
support integrated professional development between core academic teachers and CTE
teachers. Funds must not be excluded for this purpose. Professional development may include:
 Allocated time for integrated curriculum design and development
 Evidence-based delivery models of professional development that are structured to
improve the quality of course delivery for CTE and core subject integration
 Evidence-based strategies that effectively prepare educators (i.e. teachers, counselors,
principals, and service providers) through professional development with a focus on
equity that addresses the needs of historically underserved students
 Structured inter-disciplinary collaboration and planning time
(2) Articulation and Placement Agreements between LEA’s and Postsecondary Educational
Institutions
Programs that offer academic credit toward a credit-bearing post-secondary credential, degree,
or certificate through secondary/post-secondary partnerships should be made available to all
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eligible students (students who successfully complete necessary prerequisite courses) and
encouraged among all students. All students should have access to the support services
necessary to succeed in such programs. Grantees must provide evidence of clear articulation
and placement agreements between an LEA and a postsecondary educational institution that
ensures that student completion of education programs result in academic credit toward a
credit-bearing postsecondary degree, credential, or certificate; or lead to an industryrecognized credential in a high-needs field. Articulation agreements must provide eligible
students with a non-duplicative sequence of progressive achievement. Program components
may include:
 High school programs of study aligned to postsecondary training, degrees, certificates
and internships
 Dual-enrollment and early college high school programs that provide equitable access to
high-quality credit bearing community college courses, and programs that accelerate
and facilitate the completion of postsecondary certificates, degrees, apprenticeships or
other forms of training
 Research-based transitional support strategies for students who have yet to meet
eligibility requirements
(3) Employer Partnerships & Work-based Learning
Funds shall be used for the development, coordination and facilitation of comprehensive workbased learning activities with business, industry, and community professionals that are linked to
rigorous school-based instruction, and must include the following components:
 A continuum of work-based learning experiences including opportunities such as: career
exploration, job shadowing, pre-apprenticeship programs, mentoring, internships and
externships (paid and unpaid), school-based enterprises, and virtual work-based
learning opportunities
 Employer participation in CTE curriculum development and program design and
evaluation; including incorporating and assessing real-world problem-based tasks
 Priority for in-demand industry sectors or occupations
(4) Integrated Student Supports
Student supports should include strategies that address the comprehensive needs of students
by enhancing overall student growth and development, improving learning outcomes, and
increasing access to a variety of postsecondary opportunities. The following components may
be included to address this requirement:
 Accelerated and targeted instruction for historically underserved students who require
intentional support in order to meet proficiency requirements in core academic subjects
 Universal and individualized academic, personal-social, college and career counseling,
beginning in 9th grade that includes the development of Individual Development Plans
(IDPs) for each student and is reviewed at regular intervals throughout the school year
and annually
 A system of timely, consistent, and structured student supports that include an
assessment of academic and CTE coursework needed for high school completion and
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successful postsecondary transition, work-based learning experiences, the development
of career objectives, college planning, including financial planning and requirements,
and others
Special Student Populations
Each applicant must include a detailed description of how it will provide accelerated and
differentiated learning opportunities supported by evidence-based strategies for special
student populations (i.e. English language learners, students with disabilities, pregnant and
parenting students, foster youth, and homeless youth) served under the Fund.
Eligibility Information
Eligible Applicants
To be eligible to apply for these funds, applications submitted to the eligible agency (SEA) shall
make up a consortium of the following four entities:
1. An Local Educational Agency (LEA), or consortia of LEAs, as defined by the Elementary
and Secondary Education Act of 1965;
2. At least one employer, or a consortia of employers;
3. At least one public, accredited institution of higher education as defined by the Higher
Education Act of 1965; and
4. An Intermediary (which may include a Local Workforce Development Board as
established under Section 107 of the Workforce Innovation and Opportunity Act (WIOA)
of 2014).
The lead applicant that will serve as the fiscal agent, can be from among any of the four
aforementioned entities. A description of the roles and responsibilities of each partner entity
must be included in the application, including a description of who will serve as the lead
applicant/fiscal agent and why that entity is best poised to serve in this capacity.
Eligible Participants
Eligible participants are students currently enrolled in high school in a participating LEA, and out
of school youth. Priority will be given to programs serving the greatest percentage of students
in poverty based on the following criteria: 1. Poverty rate of geographic area, 2. Percent of
students from low-income families (adjusted for cost-of-living), and 3. Median income level of
geographic area.
(THIS SECTION WILL NOT BE INCLUDED IN THE BILL LANGUAGE; it provides an example of how
a priority on poverty could be implemented)
In determining the amount of need in the community that the program will serve, points will be
awarded based on the following criteria:
A. Poverty Rate of Geographic Area
B. Percent of Students from Low-Income Families (with a cost-of-living adjustment)
C. Median Income Level of Geographic Area
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Poverty Rate of Geographic Area (maximum of 3 points)
For each city or town that will be served under this fund, the applicant must report the poverty
rate as calculated by the U.S. Census Bureau to determine point distribution. For programs that
serve multiple cities or towns the applicant should calculate the weighted average poverty rate.
 Applications will receive 3 points if the poverty/weighted average poverty rate is 15
percent or more across all cities and towns in the service area.
 Applications will receive 2 points if the poverty/weighted average poverty rate is 10
percent to 14.99 percent or more across all cities and towns in the service area.
 Applications will receive 1 point if the poverty/weighted average poverty rate is 5
percent to 9.99 percent or more across all cities and towns in the service area.
 If the poverty/weighted average poverty rate is less than 5 percent across all cities and
towns in the service area, the application will receive 0 points.
Percent of Students from Low-Income Families (maximum of 4 points)
Each applicant must submit the percentage of students from low-income families enrolled in
the high school(s) being served, based on eligibility for free or reduced-priced lunch subsidies or
other poverty measures consistent with Title I Part A of ESEA. If more than one school is being
served, a weighted average must be calculated. The eligible agency must perform a cost-ofliving analysis for each submission to ensure equitable funding allocations.
 Applications will receive 4 points if the school(s) poverty/weighted average poverty rate,
adjusted for cost-of-living, is more than 55 percent.
 Applications will receive 3 points if the school(s) poverty/weighted average poverty rate,
adjusted for cost-of-living, is between 46 percent and 55 percent.
 Applications will receive 2 points if the school(s) poverty/weighted average poverty rate,
adjusted for cost-of-living, is between 36 percent and 45 percent.
 Applications will receive 1 point if the school(s) poverty/weighted average poverty rate,
adjusted for cost-of-living, is between 25 percent and 35 percent.
 Applications will receive 0 points if the school(s) poverty/weighted average poverty rate,
adjusted for cost-of-living, is below 25 percent.
Median Income Level of Geographic Area (maximum of 3 points)
Each applicant must report the median income level for each city or town that will be served
under this fund as calculated by the U.S. Census Bureau. For programs that serve multiple cities
or towns the applicant should calculate the weighted average median income level.
 Applications will receive 3 points if the weighted average median income level is less
than $40,000 across all cities and towns in the service area.
 Applications will receive 2 points if the weighted average median income level is
between $40,000 and $54,999 across all cities or towns to be served.
 Applications will receive 1 point if the weighted average median income level is
between $55,000 and $74,999 across all cities or towns to be served.
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
Applicants will receive 0 points if the weighted average median income level is above
$75,000.
In addition to the aforementioned poverty criteria, priority will be given to applicants whose
affiliated high schools have moderate to low graduation rates.
 Applications will receive 3 points if the weighted average high school graduation rate for
all of the high schools in the service area is less than 50 percent.
 Applications will receive 2 points if the weighted average high school graduation rate for
all of the high schools in the service area is between 50 percent and 60 percent.
 Applications will receive 1 point if the weighted average high school graduation rate for
all of the high schools in the service area is between 61 percent and 70 percent.
 Applications will receive 0 points if the weighted average high school graduation rate for
all of the high schools in the service area is greater than 70 percent.
(SECTION END)
Performance Indicators
Each applicant must track and provide an annual report on the following performance
indicators, in the aggregate and disaggregated by subgroups as defined in section XX of ESEA.
Secondary Level – the number and percentage of:
 Students performing at the State-determined proficient levels on the academic
assessments described in section 1111 (b)(3) of ESEA of 1965
 Students scoring proficient and advanced on career-ready assessments
 Students graduating with a high school diploma within four years, by diploma type
 Students receiving industry-recognized credentials in high-needs fields
 Students receiving academic credit toward post-secondary
credentials/degrees/certificates
 Students participating in work-based learning opportunities (including
preapprenticeship programs) that include an employer assessment of student
performance
 Student attendance rates, including rates of chronic absenteeism
Optional:
 Students scoring proficient and advanced on juried project-based/work-based
learning/capstone experiences
 Students who have matched mentors and participate in a formal mentoring program
Postsecondary Level
 Rates of remediation
 Rates of enrollment in 2-year and 4-year postsecondary education institutions
 Rates of enrollment in 2-year apprenticeship programs
 Rates of persistence beyond the first year of postsecondary education
 Postsecondary education completion rates
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
Rates of employment
Priority will be given to eligible applicants that include a process for measuring careerreadiness. Applicants that want to be considered for this priority should describe career-ready
assessments and systems already established in the service area, or may include a plan and
timeline for the future development and implementation of career-ready assessments.
Other
Each application must include a description of how the eligible entity on an annual basis will use
data on student participation and completion to ensure that all students have equitable access
to programs under this grant.
Allowable Use of Funds
Applicants may select from the following list of activities and shall describe how the selected
activities contribute to the effective integration of the four core elements (previously
described). Allowable activities include:
 Teacher and leader experiential and information-gathering site visits to service-area
high schools effectively implementing the four core components and with fidelity
 Teacher and leader externship programs developed in partnership with business or
industry and local postsecondary education institutions
 Cross-credentialing to provide teachers with both an academic single-subject credential
and a CTE credential
 Outreach and recruitment efforts that ensure equitable student access to pathways.
 Research-based strategies used to provide additional support and facilitate accelerated
instruction such as extended learning time opportunities
Grant Period and Renewability
The grant period under the Fund shall be a period of five years with requirements for progress
on leading and core indicators, local matching contributions (fiscal or in-kind), and long-term
sustainability. Applicants should describe how existing local, state, and federal programs and
resources are being leveraged and integrated around a common strategy for implementation
and sustainability of the core elements.
Years 1-3
Applicants will receive 100% funding for the first three years of the grant period. A review will
be conducted during the third year to verify progress on leading indicators. Applicants must
demonstrate progress on leading indicators in order to receive funding for years 4 and 5. During
the review, applicants must also produce a long-term sustainability plan demonstrating how
institutional capacity will support the ongoing implementation of the core elements at least
two years beyond the life of the grant.
Year 4
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Applicants will receive 75% funding with a requirement for a 25% local match. Eligible
applicants that are unable to obtain a match must provide a detailed explanation for the reason
the match cannot be obtained. Applicants must demonstrate progress on core indicators in
year 4 in order to be eligible for a renewal.
Year 5
Year 5 is the final year of the federal grant. Applicants will receive 50% funding with a
requirement for a 50% local match. Eligible Applicants that are unable to obtain a match must
provide a detailed explanation for the reason the match cannot be obtained.
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