Briefing Report: Career Technical Education

Introduction

Career technical education (CTE) has evolved in California as a career-development option for students and adults. This briefing report provides an overview of CTE, how it is funded, and the Governor’s 2007 proposal for CTE.

Background

CTE is available at most secondary schools and community colleges throughout California. Historically, the purpose of CTE (formerly called vocational education) had been to prepare students for entry-level jobs that required less than a bachelor’s degree. Over the last 15 years, however, this purpose has shifted toward broader preparation that develops academic, vocational, and technical skills. This preparation involves integrating academic and vocational education, emphasizing all aspects of an industry and achieving academic performance measures. In recent years, CTE has been used to encourage high school students in these programs to continue their studies at the postsecondary level. The earlier, limited focus of vocational education is giving way to a broader purpose—one that includes greater emphasis on academic preparation and provides a wider range of career choices.

State law and the federal Carl D. Perkins Act govern CTE programs. The table inserted in the funding section describes the allocation of federal and state funds.

CTE programs offer a variety of skills. The three largest programs are:

Regional Occupation Centers and Programs (ROCPs) : ROCPs offer an opportunity for students to explore and gain training in more than 100 different career areas, such as forensic science, engineering, manufacturing, technology, automotive technology, graphic design, digital pre-press, and healthcare. They provide high school students and adults career education, advanced training, and courses to upgrade skills, They also provide counseling, career guidance, and placement assistance. High school students typically spend part of the school day in a traditional academic program and part focusing on a vocation—either in a program offered at their high school, a regional center, or an industry site, such as a hospital or automotive dealership.

Partnership Academies : Partnership Academies offer blended vocational and academic programs with a curriculum focusing on a career theme that is tied to academic classes. Students work with the same group of teachers over a number of years. In addition, businesses that could benefit from the pool of better-prepared workers who graduate from the school play a key role in providing oversight and guidance to these programs by mentoring students, offering work-based learning experiences during the summer and school year, providing classroom speakers, and sponsoring field trips.

Technical education at Partnership Academies is purposefully broad, focusing on key industries rather than specific jobs. Industry areas include health, electronics, communications, agribusiness, building trades, natural resources, finance, and retail trade. The academies are aimed at 10 th-12 th graders who are economically disadvantaged or struggling in school and typically serve 100-150 students, usually in a school-within-a-school setting.

Apprenticeship Programs : State-funded apprenticeship programs are designed to prepare an individual for a career in the skilled crafts and trades. Apprentices develop technical skills, experience sharing assignments, and relate technical tasks to theoretical knowledge and interpretation. Currently, there are more than 850 apprentice occupations in the United States and over 200 active, registered apprentice occupations in California. Apprenticeships usually require one to five years to complete, depending on which occupation is chosen.

Funding for CTE in California  

Funding for CTE programs is provided largely from two sources – the Perkins Act and state funds. Perkins Act funds are provided to states that allocate funds by formula to secondary and postsecondary schools. States have control over the division of funds between secondary and postsecondary levels. However, states must distribute 85% to local programs, 10% for leadership activities, and 5% percent (or $250,000, whichever is greater) for administrative activities.

Eighty-five percent of the Perkins funding is available for school districts to divide; 51% of the total allocation goes to the districts to administer ROCPs, which serve enrolled students and adults and the remaining 34% of the total allocation is reserved for postsecondary CTE programs (community colleges, for example). The Perkins Act requires that 30% of the allocation to school districts be based on total K-12 enrollment, while the remaining 70% be distributed based on the number of K-12 students eligible for free or reduced-price meals. These funds are available to any district that applies, and districts have discretion over the uses of these funds for CTE programs.

State monies for ROCPs and apprenticeship programs are allocated through a formula administered through the California Department of Education (CDE). County offices of education apply for these funds based on attendance and then distribute them to the districts. Partnership Academies, on the other hand, operate on a two-year grant, under which half of the money is distributed at the beginning of the school year and the remaining funds are distributed after the attendance data is received.

What’s Next?

During the 2007 State of the State address, Governor Schwarzenegger proposed to improve career technical education programs by enhancing curriculum, increasing teacher recruitment and training, and maximizing bond funds for new facilities. Additionally, the governor would like to “reverse the trend of under-funding career technical education in order to prevent drop-outs by keeping kids interested in school.”

Students learn in different ways and thrive in a variety of environments. Some students move successfully through the traditional college-prep high school program. Others pursue career-technical education, gaining knowledge and skills that prepare them for the 21 st century workforce. While the comprehensive high school is still prevalent across the state, alternatives such as charter schools and ROCPs can offer students opportunities outside of the traditional public school. When parents and students are free to choose what kind of education they receive, all schools have an incentive to improve.

For more information on this report or other Education issues , contact Sheila Kolla, Senate Republican Office of Policy at 916/651-1501.