Collegiate Development
Carl D. Perkins Career and Technical Education Improvement Act of 2006 - Title II Overview
Purpose:
Perkins federal funds are used to improve career and technical education programs designed to prepare students to work in high skill, high wage, high demand careers. Eligible agencies are those that meet federal requirements for program size, scope and quality.
Funding is available through multi-year competitive contracts, that conclude in 2012.
Perkins Title II funds partnerships of Local Educational Agencies (LEAs), BOCES and postsecondary education institutions for the development and operation of CTE programs consisting of at least the last two years of secondary education and at least two years of postsecondary education. Postsecondary institutions must form consortia with at least one secondary school district and a BOCES, and work with employers in business and industry to form programs for students of at least two years in length at the secondary level followed by either two years of higher education or an apprenticeship program of at least two years.
Perkins Title II Regions
Capital District:
- Albany, Columbia, Greene, Rensselaer, Saratoga, Schenectady, Warren and Washington counties
Central New York:
- Cayuga, Cortland, Onondaga and Oswego counties
Finger Lakes:
- Genesee, Livingston, Monroe, Ontario, Orleans, Seneca, Wayne, Wyoming and Yates counties
Hudson Valley:
- Dutchess, Orange, Putnam, Rockland, Sullivan, Ulster and Westchester counties
Long Island:
- Nassau and Suffolk counties
Mohawk Valley:
- Fulton, Herkimer, Madison, Montgomery, Oneida and Schoharie counties
North Country:
- Clinton, Essex, Franklin, Hamilton, Jefferson, Lewis and St. Lawrence counties
Southern Tier:
- Broome, Chemung, Chenango, Delaware, Otsego, Schuyler, Steuben, Tioga and Tompkins counties
Western New York:
- Allegany, Cattaraugus, Chautauqua, Erie and Niagara counties
New York City:
- Bronx, Kings, New York, Queens, Richmond
Student Accountability
Perkins core performance indicators focus on improving student academic and workforce success. Data collected across diverse special population categories assist postsecondary educators to identify and to target student performance needs. As data is reported under the Perkins performance categories, a better picture of student attainment is realized. State and local grant administrators can direct the application of Perkins funds into efforts that are more likely to improve the performance of targeted students. State guidelines, which are distributed to local postsecondary institutions, emphasize the importance of directing funds to achieve both short-term and long-term student performance.
Annual review of actual student performance data addresses the continuing need for both improved data quality and the realignment of the State’s performance goals.