Evaluation of the Implementation of the "Carl D. Perkins Career and Technical Education Act of 2006." Finance, Accountability, and Programs of Study

Autor/inn/en	Klein, Steven; Sheil, Amanda Richards; White, Robin; Staklis, Sandra; Alfeld, Corinne; Dailey, Caitlin Rose; Charner, Ivan; Poliakoff, Anne
Institution	RTI International
Titel	Evaluation of the Implementation of the "Carl D. Perkins Career and Technical Education Act of 2006." Finance, Accountability, and Programs of Study
Quelle	(2014), (660 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocational Education; Federal Legislation; Educational Legislation; Program Evaluation; Educational Finance; Accountability; Secondary Education; Postsecondary Education; Resource Allocation; Educational Indicators; Data Collection; Data Use; Program Implementation; Academic Standards; Sequential Learning + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Bundesrecht; Bildungsrecht; Schulgesetz; Programme evaluation; Programmevaluation; Bildungsfonds; Verantwortung; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Ressourcenallokation; Educational indicato; Bildungsindikator; Data capture; Datensammlung; Didaktische Sequenzierung; Lernsequenz
Abstract	The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV), signed into law on August 12, 2006, lays out the statutory requirements governing federal support for career and technical education (CTE) services offered within secondary schools and postsecondary institutions throughout the United States. Aimed at more fully developing the academic and technical skills of students enrolling in CTE programs, Perkins IV stipulates the required and permissible uses of federal funds by state and local grant recipients and the administrative and compliance reporting expectations for states and local subgrantees. This study by RTI, conducted as part of the National Assessment of Career and Technical Education, presents information on how CTE services are organized, administered, and delivered by state eligible agencies and secondary eligible recipients and postsecondary eligible institutions. The study used a mixed methods research design that included quantitative and qualitative data from a variety of sources at the state and local levels. Specific research activities included collecting original source data through web-based surveys of secondary and postsecondary state and local CTE directors; assembling fiscal allocation data from state agencies; conducting case study site visits to a subset of representative states; and convening an expert panel to review state POS materials and guidance. [This report was written with contributions from Morgan Matthews, Vera Bersudskaya, Kara Smith, and Sharika Bhattacharya.] (As Provided).
Anmerkungen	RTI International. P.O. Box 12194, Research Triangle Park, NC 27709. Tel: 919-541-6000; e-mail: publications@rti.org; Web site: https://www.rti.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01