Perkins V: What Stakeholders Need to Know

On July 31, 2018, the Strengthening Career and Technical Education for the 21st Century Act, also known as Perkins V, was signed into law. Set to take effect on January 1, 2019, Perkins V is essentially an expanded reauthorization of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins Act). 


Like the Perkins Act, Perkins V focuses on career and technical education (CTE) program improvement, flexibility, data, and accountability. But the new law includes changes and additions that stakeholders, particularly those looking to purchase and implement a college and career planning system, need to know of as they go about planning for 2019 and beyond. 


Eligible Uses of Perkins V Funding

According to Article 7, Uses of Funds, funding is available to eligible recipients to create, develop, or implement evidence-based innovations to improve student outcomes in career and technical education through one or more of the following activities:

Comprehensive Local Needs Assessment (New Requirement)

A new component of Perkins V is the completion of a local needs assessment. The purpose of the assessment is to ensure the implementation of programs that take into consideration local economic and education needs, including, where appropriate, in-demand industry sectors and occupations.

Career Exploration and Development Activities — Expanded to Include “Middle Grades”

Perkins V lifts the restriction on spending funds on programs for students below grade 7 and now allows for funding to be used for a wide variety of career exploration and development activities for students as young as 5th grade, including:

  • Courses or activities focused on career exploration and career awareness, including non-traditional fields.
  • Readily available career and labor market information, including information about occupational supply and demand, educational requirements, other information on careers aligned to state, local, or tribal (as applicable) economic priorities and employment sectors.
  • Programs and activities related to the development of student graduation and career plans.
  • Any other activity to advance knowledge of career opportunities and assist students in making informed decisions about future education and employment goals.
  • Information to students (and, as appropriate, parents) with respect to career options, financial aid and literacy, job training, secondary and postsecondary options, dual or concurrent enrollment programs, work-based learning experiences, early college high schools, financial literacy, and support services.
  • Assistance for special populations with respect to direct support services that enable students to persist in and complete career and technical education, programs of study, or career pathways.

Work-Based Learning Experiences

Perkins V includes the following, new definition of work-based learning: The term ‘work-based learning’ means sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, firsthand engagement with the tasks required of a given career field, that are aligned to curriculum and instruction. 


Funding can be used on programs that support work-based learning, including school-based simulated work sites, mentoring, work site visits, job shadowing, project-based learning, and internships. Innovative approaches to work-based learning programs that increase participation and alignment with employment in high-growth industries, including in rural and low-income areas, are encouraged.

Professional Development 

To support effective career guidance and academic counseling, Perkins V supports the use of funds to provide professional development which include, but are not limited to, opportunities that:

  • Provide those in career advising roles chances to advance knowledge, skills, and understanding of career education and guidance.
  • Support integration of academic skills into career and technical education programs and programs of study.
  • Support individualized career and technical education instructional approaches, including the integration of standards and curricula.
  • Ensure labor market information is used to inform programs, guidance, and advisement offered to students.

Kuder and Perkins V Funding

Many of Kuder’s clients have applied Perkins funding toward the purchase and implementation of a Kuder product or service. Products and services eligible under Perkins V include: 


Learn More About Perkins V Funding Eligibility

The following resources are available to access more information about Perkins V eligibility and state plan submission requirements or processes.

Guide for the Submission of State Plans

Last week, the U.S. Department of Education’s Office of Career, Technical, and Adult Education (OCTAE) published its first official guide related Perkins V funding and plan implementation.

 Contact Your Perkins V Regional Coordinator

Region States Coordinator

1

Northwestern

Alaska, California, Hawaii, Idaho, Montana, Nevada, N. Dakota, Oregon, S. Dakota, Washington, Wyoming Jose Figueroa
(202) 245-6054
jose.figueroa@ed.gov

2

Southwestern

Arizona, Colorado, Kansas, Nebraska, New Mexico, Oklahoma, Texas, Utah Andy Johnson
(202) 245-7786
andrew.johnson@ed.gov

3

Mid-Northern

Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, Wisconsin Jamelah Murrell
(202) 245-6981
jamelah.murrell@ed.gov 

4

Southern

Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, N. Carolina, Puerto Rico, S. Carolina, Tennessee Marilyn Fountain
(202) 245-7346
marilyn.fountain@ed.gov

5

Northeastern

Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont, Virgin Islands Sharon Head
(202) 245-6131
sharon.Head@ed.gov 

6

Mid-Atlantic

Delaware, District of Columbia, Maryland, New Jersey, Palau, Pennsylvania, Virginia, West Virginia Allison Hill
(202) 245-7775
allison.hill@ed.gov 

Contact Kuder
Questions about Kuder and Perkins V? Contact info@kuder.com

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About The Author

Stephanie Sherrod is a senior communications specialist for Kuder. Before joining the company in 2015, she spent 15 years as a consultant, writer, and editor for organizations in varying industries, including a major textbook publisher in Chicago, Illinois. She holds a bachelor’s degree in ... read more