What is Perkins V / Perkins Act?

Perkins V, formally known as the Strengthening Career and Technical Education for the 21st Century Act, represents the most significant update to federal CTE legislation in over a decade. It reauthorized the Carl D. Perkins Career and Technical Education Act and was signed into law on July 31, 2018. The legislation provides the primary source of federal funding for CTE programs at both the secondary and postsecondary levels.

The law shifted significant authority from the federal government to states and local recipients. Under Perkins V, states develop a unified state plan or a combined plan that outlines how they will use federal funds to improve CTE programs. Local recipients conduct a Comprehensive Local Needs Assessment (CLNA) to identify gaps and prioritize investments. This bottom-up approach ensures that CTE programming reflects regional labor market needs and student demographics.

Perkins V introduced several key changes from its predecessor. It expanded the definition of CTE to include middle school programs, broadened the concept of special populations to encompass homeless and foster youth, and placed greater emphasis on programs of study that align secondary and postsecondary education. The law also allows states to set their own performance targets for accountability indicators.

Accountability under Perkins V revolves around several core indicators of performance, including student attainment of recognized postsecondary credentials, placement in employment or further education, and progress toward closing equity gaps among special populations. States negotiate performance levels with the U.S. Department of Education and must report annually on their progress.

For CTE administrators, understanding Perkins V is foundational. The law shapes nearly every aspect of how CTE programs are designed, funded, and evaluated. From program approval processes to teacher recruitment and retention, Perkins V provides both the framework and the funding that drive CTE at the local, state, and national levels.

Why Perkins V / Perkins Act Matters for CTE Programs

Perkins V directly affects how CTE directors plan budgets, design programs, and report outcomes. The law requires that local recipients use their Comprehensive Local Needs Assessment to drive spending decisions, meaning administrators must demonstrate that their programs align with labor market data, student performance indicators, and stakeholder input.

The legislation also mandates specific accountability measures. CTE directors must track and report on indicators such as graduation rates for CTE concentrators, credential attainment, and placement outcomes. Failing to meet negotiated performance levels can trigger improvement plans or potential funding reductions.

Beyond compliance, Perkins V offers strategic opportunities. The law's emphasis on programs of study and industry partnerships gives administrators a framework to build coherent career pathways. Directors who align their local applications with state priorities can maximize funding and position their programs for long-term sustainability.

Key Components

State Variations

Perkins V implementation varies significantly across states because the law intentionally grants states flexibility in defining key terms and setting performance targets. For example, states differ in how they define CTE concentrator and completer, what constitutes size, scope, and quality, and how they allocate funds between secondary and postsecondary levels. Some states use a 70/30 split favoring secondary, while others allocate more evenly.

States also vary in their governance structures. Some have a single state agency overseeing all CTE, while others split oversight between K-12 and postsecondary agencies. These structural differences affect how local districts interact with state reporting and compliance requirements.

Common Misconceptions

Related Terms