State Strategies for Financing Career and Technical Education

Autor/inn/en	Foster, Laura Rasmussen; Klein, Steve; Elliott, Barbara
Institution	Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE); RTI International
Titel	State Strategies for Financing Career and Technical Education
Quelle	(2014), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocational Education; Educational Finance; Funding Formulas; State Aid; Resource Allocation; State Surveys; Administrator Attitudes; Educational Policy; Performance Contracts; State Policy; Educational Needs; Elementary Secondary Education; Postsecondary Education; Financial Policy; Finance Reform; Incentive Grants; Expenditure per Student; Operating Expenses; Vocational Training Centers + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Bildungsfonds; Funding; Finanzierung; Ressourcenallokation; Politics of education; Bildungspolitik; Leistungsvereinbarung; Educational need; Bildungsbedarf; Post-secondary education; Tertiäre Bildung; Fiscal policy; Finanzpolitik; Financial reform; Finanzreform; Finanzieller Anreiz; Betriebskosten; Vocational training center; Vocational training centre; Vocational training centres; Ausbildungseinrichtung; Berufsaufbauschule
Abstract	The "Carl D. Perkins Career and Technical Education Act of 2006" ("Perkins IV" or "Act") authorizes federal funding for career and technical education (CTE) and specifies a formula for distributing those funds. Allocations at the secondary level are based on the number of youths ages 5-17 who reside within a local educational agency's (LEAs) boundaries and who live in poverty. Funds for institutions of higher education (IHEs) are distributed proportionate to the number of students who receive Pell grants or aid from the Bureau of Indian Affairs. To offset the higher cost of providing technical instruction, some states choose to allocate categorical funding for CTE programs. To assess the operation of state CTE resource distribution formulas, in August 2013 the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) surveyed CTE directors responsible for administering their state's federal "Perkins IV" grants. The survey asked CTE directors to report whether their states provided categorical funds for CTE during academic year (AY) 2011-12 and, if so, how they were distributed to LEAs and IHEs. Directors also were asked about their states' uses and perceptions of performance-based funding (PBF)--a competitive resource distribution strategy that rewards local programs for achieving state-identified performance outcomes. This study draws on data collected from the NASDCTEc survey and a review of state educational agency websites and statutory language to identify whether, and if so, how states distribute categorical funds for CTE programs. It also documents states' PBF strategies and their interest in integrating competitive funding into their state education resource distribution formulas. The report details the methods that states used to fund CTE in academic year 2011-12. It also reviews performance-based funding (PBF) strategies for those states using PBF to incentivize local performance, and documents states' interest in integrating PBF into their existing funding systems. Descriptions of state approaches draw on data gathered from a survey of state CTE directors conducted by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) in August 2013. The following are appended: (1) Survey Documents; (2) Examples of State Competitive Grant Programs; and (3) Categorical Grants: Secondary Education Level. (ERIC).
Anmerkungen	Office of Career, Technical, and Adult Education, US Department of Education. Tel: 877-433-7827; e-mail: edpubs@edpubs.ed.gov; Web site: www2.ed.gov/ovae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01