Career and Technical Education programs can be more expensive and time consuming than standard high school programs. They require the addition of numerous activities and responsibilities at many levels and increased documentation to support it all. So, why would schools invest the time and effort to develop effective CTE programs? The answer is simple -- the benefits CTE programs provide outweigh the extra effort required to make them happen.

Additional Funding

Funding for local career and technical education programs in Texas is available from federal, state, and other sources.

Texas received more than $93.6 million from the federal Perkins Basic Grant for 2017-2018 to support career and technical education. Nearly $51 million of that total was allocated to school districts and charter schools with eligible CTE programs.

School districts also receive additional funding from the State to support career and technical education programs. Foundation School Program (FSP) funding formulas weight eligible CTE courses and students higher. More than $1.9 billion was allocated from the State to local districts for CTE programs based on the 2016-2017 FSP State Level Summary estimates.

Grant Opportunities

Beginning with the 2017-18 school year, TEA will begin using Carl D. Perkins Secondary Reserve Grant Funds to offer competitive CTE grant opportunities with specific focus areas.  The purpose of the Perkins Reserve Grant is to assist LEAs in a) the preparation of students who enroll in a coherent sequence of CTE courses for high-skill, high-wage, and/or high-demand occupations, in emerging and nontraditional fields; and b) strengthen linkages between secondary and post secondary CTE programs of study. 

Local CTE programs have a higher chance of securing large grants from a wide variety of public and private sources by collaborating with other community partners.

Community Partnerships

Developing a well-skilled workforce is a goal that schools, businesses, parents, and public agencies all embrace. CTE can be a catalyst for powerful, community-changing partnerships. Effective, engaged Advisory Committees can help schools leverage resources to build truly outstanding career and technical education programs.

Successful Students

CTE can play an important role in raising student achievement and reducing dropout rates. Students learn best when they can apply a knowledge or skill to a relevant task. They are more engaged when they can see how their course work is helping them achieve a desired goal. In Colorado, students enrolled in a CTE geometry course scored significantly higher in math on the state standardized student achievement test than other geometry students in the district, on average.

Enhanced Workforce and Economy

Besides meeting student needs, CTE can help regions meet their own economic and workforce needs. Healthy, thriving communities are built by people with the knowledge and abilities to perform well and meet the demands of the high skill, high paying jobs in that community. This is the purpose of the Perkins Act of 2006, to help all students acquire the academic and technical skills they need to succeed in the high skill, high wage, or high demand occupations of this 21st century global economy.

Career and Technical Education at the local level takes many shapes and forms. Much depends on the needs of the local population, industries, community, economy, and public education system. However, there are certain responsibilities and opportunities common to all CTE programs in Texas.

Depending on the size and organizational structure of a school district, CTE roles and responsibilities may be assigned to different positions at different levels. However, in general, implementation of CTE at the local level can be divided among three roles: administrators, counselors, and teachers.

Administrators
Administrators are responsible for ensuring that CTE programs have the appropriate funding, facilities, and personnel they need to be carried out effectively. They must make sure that teachers are qualified to teach CTE courses, that school records are accurate, and that budgets are well-managed. They also submit appropriate reports, and make sure all federal, state, and local rules and policies are followed.
Administrators are responsible for CTE program development, implementation, and evaluation. They are the ones who develop and coordinate Perkins grants, negotiate articulation agreements with higher education, and maintain the flow of communication to and from CTE program faculty through existing administrative channels.
Counselors
Counselors play a key role in CTE by helping students: (1) choose their career pathway; (2) prepare four-year plans for graduating high schools with the knowledge and skills needed to achieve their goals; and, (3) navigate the process of implementing their four-year plans. Frequently, counselors also are given responsibility for recruiting CTE students, educating parents about CTE programs, and ensuring student records are coded accurately.
Teachers
Teachers have the crucial responsibility of helping CTE students gain the knowledge and skills needed to succeed in their chosen career. Teachers of Career and Technical Education courses must meet standards set at both the federal and state level. More information on CTE Teacher Certification requirements is available on the TEA website.		Image courtesy of FreeDigitalPhotos.net
CTE teachers often interact with their students both in and outside of the classroom. They plan and facilitate field-based learning activities for students. They help students organize and lead Career and Technical Student Organizations (CTSOs). And, they often accompany their students to local, state, national, and occasionally, international competitions and conferences.

School districts that offer career and technical education programs in Texas are expected to:

Follow CTE TEKS
Each public school system must ensure that viable curricula and instruction are available to assist all students in reaching high academic standards of achievement. School districts are required to teach the Texas Essential Knowledge and Skills (TEKS) for each Career and Technical Education course offered.

Develop Student Four-Year Plans
In Texas, high school students must have a four-year plan of study to take two or more CTE courses for three or more credits to be counted as a CTE student.

Promote Effective CTSOs
Career and Technical Student Organizations (CTSOs) are integral components of high quality CTE programs. Each school is responsible for promoting the establishment of student-run CTSOs and ensuring their effective management.

Establish Effective Advisory Committees
Texas school districts must have local advisory committees for CTE that are involved in decisions related to the implementation, improvement, and evaluation of CTE programs.

Maintain Complete and Accurate Records
Texas law requires TEA to collect Public Education Information Management System (PEIMS) data from all school districts. School districts are responsible for submitting current, complete, and accurate data for all record groups required. One use of PEIMS data is to help determine CTE funding allocations.

Submit Accurate and Timely Reports
Local education agencies receiving Perkins allocations are required to submit Program Effectiveness Reports (PER) and Expenditure Reports documenting how the money was spent and the outcomes achieved with these expenditures.