What is Comprehensive Local Needs Assessment (CLNA)?
The Comprehensive Local Needs Assessment (CLNA) is a required analysis under Perkins V that local recipients must conduct every two years. The CLNA examines student performance, labor market data, program quality, equity gaps, and stakeholder input to guide CTE program planning and funding decisions.
The Comprehensive Local Needs Assessment is one of the most significant requirements introduced by Perkins V. The CLNA requires local recipients of Perkins funds to conduct a thorough, data-driven analysis of their CTE programs every two years. This assessment directly informs the local application for Perkins funding and shapes how districts invest in CTE program development and improvement.
The CLNA examines six required elements: student performance on Perkins V accountability indicators, alignment of CTE programs with labor market needs, the scope and quality of CTE program offerings, how well programs address the needs of special populations, an evaluation of CTE teacher quality and availability, and progress toward implementing equal access and Programs of Study.
Conducting a CLNA requires significant data collection and stakeholder engagement. Local recipients must analyze student performance data disaggregated by special population groups, review regional and local labor market information, gather input from a broad range of stakeholders including educators, students, parents, employers, and community members, and assess the capacity of current programs to meet identified needs.
The results of the CLNA drive funding decisions. Perkins V requires that the uses of funds described in the local application directly address the findings and priorities identified through the CLNA. This creates a direct connection between data analysis and resource allocation, ensuring that Perkins funds are invested in areas of greatest need.
For CTE administrators, the CLNA process can be both challenging and valuable. The data analysis and stakeholder engagement requirements demand significant time and coordination, but the resulting insights provide a foundation for strategic program planning. A well-conducted CLNA reveals gaps, opportunities, and priorities that might otherwise go unnoticed.
Why Comprehensive Local Needs Assessment (CLNA) Matters for CTE Programs
The CLNA is a gatekeeper for Perkins V funding. Local recipients cannot submit their Perkins application without a current CLNA, and the application must demonstrate how proposed spending addresses CLNA findings. CTE directors who conduct thorough, well-documented CLNAs position their programs for maximum funding and demonstrate responsible stewardship of federal resources.
Beyond compliance, the CLNA process provides CTE directors with actionable intelligence for program management. By systematically examining performance data, labor market trends, equity gaps, and teacher quality, directors gain a comprehensive picture of their CTE ecosystem. This information supports decisions about which programs to expand, which to modify, and where to invest in professional development or equipment.
The stakeholder engagement component of the CLNA also strengthens community connections. The required input from employers, postsecondary partners, students, and community members creates touchpoints for relationship-building and ensures that CTE programs reflect the needs and priorities of the communities they serve.
Key Components
Student Performance Data Analysis
Review of CTE student outcomes on all Perkins V core indicators, disaggregated by student demographic groups and special populations to identify achievement gaps and areas for improvement.
Labor Market Alignment
Analysis of regional and local labor market data to determine whether current CTE programs align with high-skill, high-wage, and in-demand occupations in the service area.
Program Quality Evaluation
Assessment of the size, scope, and quality of current CTE offerings, including facility adequacy, equipment currency, curriculum relevance, and work-based learning opportunities.
Equity and Access Review
Examination of how well CTE programs serve special populations, including students with disabilities, English learners, economically disadvantaged students, and other groups identified under Perkins V.
Stakeholder Engagement
Structured processes for gathering input from educators, employers, postsecondary partners, students, parents, and community members to inform CLNA findings and priorities.
State Variations
States provide varying levels of support for the CLNA process. Some states develop detailed CLNA templates, data tools, and facilitation guides that walk local recipients through each required element. Others provide minimal guidance, leaving districts to develop their own processes and documentation formats.
The timeline and review process also vary. Some states require CLNA submission and approval before releasing Perkins funds, with state staff reviewing each CLNA for completeness and quality. Others accept CLNAs as part of the local application without detailed review. States also differ in whether they provide regional labor market data or expect local recipients to source their own data.
Common Misconceptions
✗The CLNA is just a paperwork requirement that does not affect program decisions.
✓Perkins V requires that local applications demonstrate a direct connection between CLNA findings and proposed uses of funds. A CLNA that does not genuinely inform spending decisions puts a district at risk of non-compliance and misses the opportunity for data-driven improvement.
✗The CLNA only needs to be completed once.
✓Perkins V requires that the CLNA be updated at least every two years. Ongoing data review and stakeholder engagement between formal CLNA cycles is also recommended to keep program planning current.
✗Only CTE staff need to be involved in the CLNA process.
✓Perkins V specifically requires input from a broad range of stakeholders, including business and industry representatives, postsecondary partners, special population representatives, parents, students, and community organizations. A CLNA conducted without meaningful stakeholder engagement does not meet the law's requirements.
How Sage Addresses Comprehensive Local Needs Assessment (CLNA)
Sage can support CLNA-driven program improvement by providing the curriculum infrastructure needed to address identified gaps. When a CLNA reveals that CTE programs need stronger standards alignment, updated curriculum, or new pathway development, Sage enables administrators to rapidly develop and deploy the improvements identified through the assessment process.
Related Terms
Perkins V / Perkins Act
The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) is the primary federal legislation funding and governing CTE programs. Signed into law in 2018, it authorizes approximately $1.3 billion annually for states to develop, improve, and expand CTE programs that prepare students for high-skill, high-wage, and in-demand occupations.
LegislationStandards Alignment
Standards alignment in CTE refers to the process of ensuring that curriculum, instruction, and assessments directly connect to and address state-adopted CTE standards, academic standards, and industry-recognized competencies. Proper alignment ensures students develop the specific knowledge and skills their state requires for career readiness.
ProgrammaticCTE Concentrator / CTE Completer
CTE concentrators and completers are classification levels that identify how deeply a student has engaged in a CTE program. Under Perkins V, a concentrator has completed a specified number of CTE credits in a single career pathway, while a completer has finished all courses in a program of study, often earning an industry-recognized credential.
AssessmentCTE Advisory Committee
A CTE Advisory Committee is a group of community stakeholders, primarily employers and industry representatives, who provide guidance and recommendations to CTE programs. Advisory committees help ensure that curriculum, equipment, and instruction remain aligned with current industry practices and local workforce needs.
OperationalCTE Program Approval
CTE program approval is the state-level process through which career and technical education programs are reviewed, authorized, and periodically renewed. Approved status is typically required for programs to receive state and federal CTE funding, count students as CTE participants, and award CTE credits recognized by the state.
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