Program Year 2002-2003 Report to Congress

**America\'s Career Resource Network (ACRN)**

## Section 118 -- Carl D. Perkins Vocational and

**Technical Education Act of 1998 (Perkins III)**

# Executive Summary

Section 118 of the Carl D. Perkins Vocational and Technical Education
Act of 1998 (Perkins III) authorizes the establishment of America's
Career Resource Network (ACRN) to support career guidance and academic
counseling programs at the local level. Not bound by the age or subject
area limitations mandated by other Perkins III programs, ACRN services
are available to youth and adults generally, and to students in other
federally funded programs, including youth, and adults funded under the
Workforce Investment Act of 1998 (WIA).

ACRN is a network of state entities that support career guidance and
academic counseling programs at the elementary, secondary and
postsecondary education levels. Support is also provided to institutions
and programs authorized under WIA. In Fiscal Year (FY) 2002, Congress
appropriated \$9.5 million to carry out mandated activities.

The Secretary of Education is required to prepare and submit to Congress
an annual report that includes:

> \(1\) An identification of ***activities*** funded under Section 118
> of the Carl D. Perkins Vocational and Technical Education Act (Perkins
> III);
>
> \(2\) A description of the specific ***products and services***
> delivered under Section 118; and
>
> \(3\) An ***assessment*** of the extent to which the states have
> effectively coordinated activities funded under Section 118 with
> activities authorized under Section 15 of the Wagner-Peyser Act.

# Accomplishments

In general, Section 118 grantees are mandated to provide information,
resources, and professional development activities (training) to
counselors, teachers, school administrators, parents, and students. The
Department of Education is to provide grants and technical assistance to
states to carry out this work, and to make certain this funding is not
being used to duplicate functions and activities carried out under WIA.

Among its major accomplishments during Program Year (PY) 2002-2003, the
Department of Education, Office of Vocational and Adult Education
(OVAE), awarded grants totaling \$8,783,671 to 59 state and territorial
grantees; aligned ACRN activities with *No Child Left Behind*; partnered
with the Department of Labor to create a career related web site; and
worked with the ACRN National Training Support Center to revise and
disseminate several career development tools, improve the ACRN web site,
and create career development guides for ACRN directors and parents.

The ACRN state grantees were equally productive. During PY 2002-2003,
the number of training sessions conducted, people trained, and copies of
products disseminated increased over last year by 12 percent, 39
percent, and 44 percent, respectively.

### 

Two themes run across accomplishments under Section 118 this past
year: 1) reinforcing the connection between career development and
student academic achievement; and 2) connecting Section 118 activities
with existing and ongoing career development activities and products so
as to avoid duplication of efforts.

This Report to Congress contains information for P Y 2002-2003. It is
divided into four sections. The first section, *Background*, introduces
the ACRN -- what it is, its purpose, and expectations. The second
identifies *Federal Accomplishments*. The third, *State
Accomplishments*, includes a progress report of activities, products and
services, and coordination efforts as required in Section 118(e). The
fourth and final section, *Impact*, addresses GPRA outcomes in the third
year of the program.

**I. Background**

ACRN continues to demonstrate the importance of academic achievement to
career success since its establishment by Section 118 of Perkins III.

# 

ACRN was established as a new national program in the U.S. Department of
Education in FY 2000. A similar program existed previously, namely, the
[National Occupational Information Coordinating Committee
(NOICC)](../%20http://www.acrnetwork.org/directors/sub/glossary.htm#noicc)
and the [State Occupational Information Coordinating Committees
(SOICCs)](../%20http://www.acrnetwork.org/directors/sub/glossary.htm#soicc)
in the U.S. Department of Labor. Congress established NOICC/SOICC in
1976 as a federal-state partnership that provided a framework for
addressing workforce development and career preparation. In 1998, WIA
transferred NOICC's occupational information functions to the Secretary
of Labor and the Employment and Training Administration in the
Department of Labor. Perkins III repealed NOICC's career development
authority and authorized ACRN, which is located in the U.S. Department
of Education's Office of Vocational and Adult Education.

**Section 118 Purposes and Authorized Activities**

Section 118 of Perkins III authorizes establishment of ACRN to fund and
assist state and territorial entities that, in turn, support career
guidance and academic counseling programs at the local level. ACRN is
not limited to serving vocational education students within the
educational community or to serving the educational community itself.
The lower age limit of vocational education programs does not apply.
Both youth and adults have access to ACRN services, as do individuals in
other federally funded programs, including programs funded under WIA.

# Section 118 authorizes the Secretary of Education to provide grants to state entities to enable them to carry out the activities outlined in the law. In addition, the federal entity is expected to:

#  

# Provide technical assistance to designated state entities to enable them to carry out authorized activities;

# Disseminate information that promotes the replication of high quality practices; and

# Develop and disseminate related products and services. 

#  

Grantees must:

(1) Support career guidance and academic counseling programs that
    promote improved career and education decision-making;

(2) Make available information and planning resources that relate
    educational preparation to career goals and expectations;

(3) Provide professional development activities that better equip
    teachers, counselors, and administrators to assist students and
    parents with career decisions and educational planning and
    financing;

(4) Tailor career-related educational resources and training for use by
    state entities;

(5) Improve coordination and communication among administrators and
    planners; and

(6) Provide ongoing means for customers to comment on products and
    services, and to update resources.

Section 118 grantees are not *directly* responsible for the career
development or educational attainment of students. The ACRN network is
charged with *providing tools to others* whose responsibilities these
are. Because Congress recognizes that career guidance and academic
counseling are the responsibilities of all \-- teachers, counselors,
parents, students, and administrators -- who are connected to a
student's success in life, Section 118 focuses ACRN support on programs,
not individuals.

# Linking Earning and Learning

# Throughout its history, ACRN has coupled career development with educational attainment. ACRN makes clear to teachers, counselors, parents, and students that the fastest growing occupations, and those that provide the best wages, require some sort of postsecondary education or training. It is well documented that without advanced training or education, earnings are likely to be limited and employment uncertain.

Since revised and updated, the bedrock of ACRN's work is captured by two
resources developed by national workgroups in the 1980s. These
resources, still used today, are:

-   ***National Career Development Guidelines*** ***(NCDG)*** -- sets
    out a plan by which a career development program can be implemented
    in elementary, middle, high school or postsecondary levels. It
    identifies competencies that individuals must have to successfully
    negotiate the labor market, as well as competencies that career or
    guidance personnel should have. It also discusses organizational
    strategies and structures. Sample lesson plans assist with the
    integration of career related learning into academic subject matter.
    The competencies are grouped into three domains: self-knowledge,
    educational and occupational exploration, and career planning.

-   ***Career Information Delivery Systems (CIDS)*** -- are
    computer-based career information systems that provide such
    information as employment and occupational data, labor market
    information, trends analyses, and individual assessment tools.
    Elementary, middle and high schools, community colleges,
    universities, One-Stop Career Centers, libraries, vocational
    rehabilitation offices, and correctional facilities use CIDS. CIDS
    are developed at the state level.

Just as the NCDG helps an individual to understand the connection
between the individual \-- and his or her education \-- and the labor
market, the CIDS provide specific information for use in career
exploration and choice. It is a measure of how valuable these two
products are that a number of the more recently developed career
development tools are directly aligned with the NCDG and CIDS.

# Funding

For PY 2002-2003, Congress appropriated \$9.5 million to the ACRN,
\$500,000 more than was available in the previous program year. By law,
a minimum of 85% \-- or \$8,075,000 \-- of the annual appropriation had
to be allocated to states and territories. A total of \$8,860,141 was
allocated to ACRN grantees in PY 2002-2003. OVAE reserved 828,899 to
support national activities.

![](media/image1.wmf)

The largest state grant went to California (\$350,229) and the smallest
to the Federated States of Micronesia (\$73,756). Seven grants exceeded
\$200,000. Twenty-five of the fifty-nine grants awarded were under
\$140,000. The average grant came to \$148,875.

Most grantees employ a small state staff to perform mandated activities,
although that number rarely exceeds two full-time positions. Given the
limited staff, state CRN personnel work with and through other state and
local educational, workforce, vocational rehabilitation, human
resources, and corrections agencies to accomplish their missions.
Employers and parents may also be recruited to assist with design and
delivery of curricula, information resources, classroom activities, and
training. A few states finance ACRN staff from other sources to reserve
ACRN funds for development and dissemination of products and the
delivery of user training.

![](media/image3.wmf)

# 

# Governing Organizations

The federal entity that administers Section 118 is located in the U.S.
Department of Education, Office of Vocational and Adult Education
(OVAE). State entities designated jointly by the governor and the
eligible agencies under Perkins in each state and territory are located
in all 50 states, the District of Columbia, Puerto Rico, the Virgin
Islands, and six Pacific territories. Fifty-one percent of the state and
territorial grantees are located in state educational organizations.
Thirty-nine percent are located in state labor, employment, or workforce
agencies. The remaining 10 percent are spread across departments of
career development, independent state career resource systems, state
occupational information coordinating committees, and state career
information systems.

![](media/image4.wmf)

**A Coordinated Effort**

Section 118 of the Perkins Act requires the Department of Education and
the Department of Labor (DOL) to coordinate their efforts relating to
occupational information and career development. The Department of
Education has oversight responsibility for the ACRN network, and sets
general policy guidelines. The Department of Labor runs several programs
pertaining to ACRN issues, including *[America\'s Career One-Stop]()
Centers* and a suite of informational tools featuring [*America\'s Job
Bank*](), [*America\'s Career InfoNet*](), and [*America\'s Service
Locator*](). The Department of Labor also helps states collect, analyze,
and disseminate occupational and labor market information. OVAE is
represented by ACRN staff in several DOL Employment and Training
Administration (ETA) initiatives: the *Career Voyages* Web site, the
Demand/Supply Consortium, and the Workforce Information System
initiative.\
\
At the state and local levels, ACRNs must coordinate with [One-Stop
Career Center]()s that offer information and assistance to individuals
seeking employment, training and education.

**II. Federal Accomplishments**

Administration of the ACRN program is located in the Effective Practices
and Dissemination Branch of the Division of High School, Postsecondary,
and Career Education (DHSPCE). While only one staff person continued to
be funded out of the ACRN appropriation, four additional persons were
assigned ACRN liaison duties toward the end of the program year.

Of the \$9.5 million appropriated for Section 118 in PY 2002-2003, OVAE
reserved \$680,000 for national activities. During that program year,
OVAE undertook a variety of activities under the areas of network
support, technical assistance, publication and dissemination, and
research.

# Specifically, during PY 2002-2003, OVAE:

-   Awarded grants totaling \$8,783,671 to 58 state and territorial
    grantees;

-   Monitored the activity of 58 grantees;

-   Aligned the work of the network with *No Child Left Behind*;

-   Held one national ACRN training conference;

-   Partnered with ETA to create the Career Voyages web site;

-   Added a \"News Flash\" resource to the OVAE/ACRN web site;

-   Initiated development of two web-based resources, the *ACRN
    Director\'s Guide* and the *Parent's Guide*;

-   Developed and pilot tested a revised ACRN automated reporting
    system;

-   Initiated development of a series of *Learning and Earning* posters
    and brochures; and

-   Disseminated career development and academic counseling products and
    information and revised and updated resources through its National
    Training Support Center.

The work is detailed at greater length below, by subject area.

**Network Support.** In addition to awarding third year grants to the 58
state and territorial entities, OVAE awarded \$680,000 to DTI
Associates, Inc., to assist OVAE in:

-   Operating the National Training Support Center (NTSC);

-   Supporting the National ACRN Training Conference;

-   Maintaining the OVAE/ACRN web site;

-   Development of the *Director\'s Guide;*

-   Development of the *Parent's Guide;* and

-   Development of the *News Flash.*

MPR Associates assisted OVAE with development and testing of a revised
electronic reporting system and creation of a series of printed and
web-based poster/brochure combinations that underline the relationship
of learning to earning. Publication of these materials will take place
in December 2004.

**Technical Assistance.** OVAE, with assistance from the NTSC, conducted
one national ACRN training conference. The purpose of the training was
to familiarize grantees with the goals and priorities of NCLB, to
introduce web-based products under development, to review the revised
reporting system, and to report network progress. The NTSC developed a
policy for the distribution of training funds to the states and
supported the delivery of training at state and regional levels.

**Publication and Dissemination.** In this category, OVAE supported
Section 118 in three major areas in PY 2002-2003. Working with the NTSC,
experts in the field, and grantee representatives, OVAE: (1) updated the
appearance and organization of the OVAE/ACRN web site
(www.acrnetwork.com); (2) added a variety of information items to the
web site, including the monthly *News Flash,* which features state
activities; (3) initiated development of two new resources\--the
*Director\'s Guide* and the *Parent's Guide;* and (4) started a major
revision of the *National Career Development Guidelines.* The
distribution of materials by the NTSC is an on-going activity that
grantees and the general public continue to request. DTI, through the
NTSC, filled orders for resources and answered phone calls. A contractor
assisted OVAE with the development of the three sets of posters and
brochures described above.

**Research.** OVAE contracted with Teachers College, Columbia
University, to conduct a literature search and synthesis of extant
research that documented the effect of career guidance and academic
counseling programs on student academic achievement. OVAE received the
report in November 2003.

**III. State Accomplishments**

**Allocation of Time and Resources**

During PY 2002-2003, OVAE used a revised reporting system on an
experimental basis. Fifty-two grantees chose to use the experimental
reporting system, rather than the electronic reporting system in place.
Results follow:

-   15 of the grantees receive state appropriations;

-   10 receive program income through the sale of resources and
    training;

-   16 receive funds from other sources (a different state agency, for
    example);

-   5 states tap into all three outside funding sources; and

-   10 receive outside funding from two additional sources:

    -   5 from state appropriations and other sources,

    -   3 from program income and other sources, and

    -   2 from state appropriations and program income.

Grantees were also asked to estimate how they were allocating time and
resources among the activities and target groups mandated by Section
118. Grantees report that on average they spend the following
percentages of time and resources on mandated activities:

> Support to guidance and counseling 22%
>
> Making information available 24%
>
> Providing knowledge and skills 14%
>
> Tailoring educational resources 11%
>
> Improving coordination 8%
>
> Encouraging customer feedback 5%

States show considerable variation by state and region. For example, one
state reports spending 65 percent of its time and ACRN resources
supporting guidance and counseling. Another state reports three percent
for that item. The chart below summarizes the differences by region.

**Percentage of Time and Resources Allocated by Region and Activity, PY
2002-2003**

  ---------- ------------ ------------- ----------- ----------- -------------- ----------
  Region     Guidance and Providing     Knowledge   Tailoring   Coordination   Customer
             Counseling   Information   and Skills  Products                   Feedback

  NE         **28%**      20%           **17%**     9%          9%             4%

  Atlantic   *16*         *19*          15          **16**      7              5

  SE         23           28            *10*        14          *6*            5

  Midwest    20           **30**        **17**      15          **13**         5

  SW         24           26            11          10          8              4

  West       22           27            16          9           7              **6**

  Pacific    18           *19*          14          *6*         8              *3*
  ---------- ------------ ------------- ----------- ----------- -------------- ----------

Note: The highest level is bolded; the lowest is in italics.

There was similar variation among the states with regard to the
allocation of resources among target groups. On average, the pattern is
as follows:

# Percentage of Time and Resources Allocated, by Target Group

> Students and parents 26%
>
> Teachers and counselors 37%
>
> Administrators 18%
>
> Other 4%

One state ACRN entity estimates that it spends 70 percent of its time
and resources on students and parents. Another reports that it expends
80 percent of its time and resources on teachers and counselors, and
another claims to spend 45 percent of its time and resources on
administrators. Finally, one state reports that it expends 35 percent of
its time and resources on the "Other" category. Each represents a
different approach to delivery of services.

**Activities**

The primary activities authorized for states and territories by Section
118 are training, information dissemination, and coordination. In PY
2002-2003, the level of activity under each of these headings delivered
by states and territories increased substantially over the previous
year.

-   The number of sessions conducted increased from 1,747 in PY
    2001-2002 to 1,953 in PY 2002-2003, a gain of 12 percent.

-   The number of participants involved in training increased from
    39,404 in PY 2001-2002 to 54,883 in PY 2002-2003, a gain of 39
    percent.

-   The number of published items disseminated increased from 5,573,349
    copies in PY 2001-2002 to 8,041,241 copies in PY 2002-2003, an
    increase of 44 percent, despite the fact that more and more
    information products are being placed on the web.

A more detailed description of the types of training, and the
publications and dissemination efforts offered, as well as the purposes
intended, follows.

# 

# 

# Training

#  

To support career exploration, informed career choice, educational
planning, educational financing, and educational attainment, the states
and territories together conducted 1,953 training sessions for 54,883
participants in PY 2002-2003. ACRN undertook this training activity in
accordance with the statutory mandate to provide teachers, counselors,
and administrators with the skills and knowledge they need to assist
students and parents with career choice and educational planning.
Teachers, counselors, parents and other career facilitators primarily
direct such training toward the use of information. The majority of
training delivered by ACRN focused on the use of nine career development
products:

-   Career information delivery systems (CIDS)

-   Career clusters

-   O\*NET

-   *Facilitating Career Development*

-   Career development portfolios

-   *National Career Development Guidelines*

-   *Improved Career Decision Making* (ICDM)

-   Supply/demand matrix

-   *The Real Game Series*

Among those who participated in the training sessions, counselors were
the most represented group (138 sessions). Teachers were second in
attendance (123 sessions). Next were school administrators (105
sessions), WIA administrators (65 sessions), students (56 sessions),
Perkins administrators (53 sessions), parents (43 sessions), and other
(librarians, vocational rehabilitation counselors, one-stop career
center staff, etc.) (25 sessions). Details follow.

**Career Information Delivery Systems (CIDS).** In PY 2002-2003, 37
state and territorial ACRN entities provided CIDS users with 1,079
training sessions in which 21,016 individuals participated. A number of
states have replaced their CIDS with alternative systems, such as
CareerZone, and others are moving these computer-based resources from a
disk-based to a web-based format to increase access to non-institutional
users. Nevertheless, 33 states reported serving 20,659 institutional
sites in PY 2002-2003. These sites are arrayed as follows:

-   1,953 in elementary schools (9%)

-   3,979 in middle schools (19%)

-   9,520 in high schools (46%)

-   614 in community colleges (3%)

-   411 in 4-year postsecondary institutions (2%)

-   4,182 sites in one-stop career centers, libraries, vocational
    rehabilitation offices, correctional facilities, welfare programs,
    Job Corps Offices, etc. (20%)

Teachers, counselors, and other career facilitators use these systems,
whether disk-based or web-based, with students. Parents and students
have free access. The information and tools include self-assessment
instruments and detailed occupational descriptions including
occupational outlooks, salaries/wages, and educational requirements.
Related educational programs are identified for each occupation, as well
as schools where such programs are offered (state and national).
Detailed descriptions of schools (including costs) and sources of
financial assistance are provided. Most include a variety of job tips.
*These resources demonstrate the link between career exploration and
educational planning in ways that underline the importance of choices,
not only about likes and dislikes, but the length, rigor, and cost of
education.*

**Career Clusters.** Sixteen states and territories conducted 82
training sessions on career clusters originally developed by OVAE, now
referred to as \"broad occupational areas.\" The vast majority of the
3,887 attendees were teachers, school counselors, and school
administrators.

Career clusters were first promulgated to assist teachers and
administrators in organizing curriculum around specific knowledge and
skills related to broad occupational areas. This enables closer
alignment between course offerings at the secondary and postsecondary
levels, and demonstrates the need to encourage and facilitate the
transition to education and training beyond the secondary level.
Vocational educators and the Department of Labor have positively
received career clusters.

**O\*NET.** Twelve states and territories conducted 64 training sessions
on the Occupational Information Network (O\*NET) for 1,817 participants.
The O\*NET information system is the new standard for occupational
descriptions and coding. This database directly relates occupational
requirements to educational preparation and substantially widens the
occupational choices open to individuals who gain specific sets of
knowledge and skills though education. It also provides a basis for
identifying \"transferable skills,\" a matter of importance to
dislocated and older workers. The O\*NET database furnishes data for all
the forms of occupational-information presentations ACRN makes available
to educators, students, parents, and other users.

**Facilitating Career Development (FCD).** Twenty-one states conducted
128 FCD sessions for a total of 10,307 participants in PY 2002-2003.
This university level, professional-development curriculum was created
for individuals who are engaged in assisting others with career
development decisions, but who themselves have received little or no
formal training in career counseling.

The training provided by ACRN state and territorial entities prepares
trainers to deliver the curriculum to professional staff in One-Stop
Career Centers, vocational rehabilitation and workfare offices, and
correctional institutions. Participants in the train-the-trainer
sessions are primarily teachers and counselors. The curriculum consists
of 120 class hours. All sections are tied to *National Career
Development Guidelines* competencies. Recipients may receive
postsecondary credit and may, upon completion of the curriculum, be
awarded national certification by the National Center for Credentialing
and Education.

**Career Development Portfolios.** Twelve states and territories offered
training in the use of student and adult career development portfolios
to 3,505 participants through 135 sessions. The groups most represented
at these sessions are school counselors and teachers. The portfolios,
some developed by ACRN, are tools by which students and adults may
organize their career development. The portfolios are aligned with the
*National Career Development Guidelines.*

One part of the portfolios focuses on self-assessment, another on career
exploration. A third organizes educational planning by helping the
student identify the educational program needed to reach his or her
chosen career goal, the kinds of preparatory courses that should be
taken in high school, and the level of postsecondary education that is
required.

**National Career Development Guidelines (NCDG).** Seven states and
territories in PY 2002-2003 provided training to 5,480 participants in
82 sessions. (The content of the *National Career Development
Guidelines* was described on page 4 above.) The training provided by
ACRN staff introduces teachers, counselors, and other career development
facilitators to the *Guidelines*, and suggests the ways in which they
may be used either to assess the quality of an existing career
development program or initiate development of a new one. School
counselors and teachers attend the sessions for the most part, though
school administrators and students may also be represented.

Two additional *Guidelines* subjects in which teachers and counselors
have requested training are: 1) a workshop on how to gain support for a
career development program from administrators, superintendents, and
school boards, and 2) a workshop on how to integrate career development
content into academic lesson plans. As a result, ACRN has drafted
curricula for one-day training sessions on each of these topics.

**Improved Career Decision Making (ICDM).** Nineteen states and
territories offered training at 140 sessions to 3,292 participants in PY
2002-2003. ICDM is a training curriculum originally developed for
counselors that identifies the many sources of labor market and
occupational information available in the United States. It provides
suggestions as to how the information contained in these sources may be
used when counseling clients. The majority of attendees are school
counselors and teachers, though school administrators and WIA
representatives are also frequent attendees. Students, vocational
rehabilitation counselors, parents, and business representatives are
sometimes represented.

Traditionally, the ICDM training that states and territories provide can
take up to three days and is usually provided by a team. Team members
include an ACRN representative, a labor market information specialist, a
counselor, and a representative of the group being trained.
Historically, the training involved the provision and use of multiple
copies of the *[Dictionary of Occupational Titles]{.underline}*, the
*Occupational Outlook Handbook*, and a number of other texts. States and
territories are now seeking to move training to computer laboratories
where web-based versions of the references may be accessed. It is for
this reason that a revised ICDM approach is underway.

**Supply/Demand Matrix**. Educators can use a supply/demand matrix to
relate the kinds and numbers of individuals being trained to the
specific occupational demands of a given labor market. Such a matrix is
being developed and used by some ACRN state entities. In PY 2002-2003,
eight ACRN entities delivered 21 training sessions on this topic to 354
attendees. School administrators tend to be represented at these
sessions in significant numbers. Teachers, counselors, and, to a lesser
extent, WIA representatives, and vocational rehabilitation counselors
also attend.

It is on the basis of this information that an education provider such
as a community college or technical school can determine whether it is
profitable to introduce or continue a particular course or program of
study.

***The Real Game (TRG) Series*.** Twenty-five states and territories
conducted 221 training sessions to prepare 3,799 teachers to facilitate
one or more of the several versions of *The Real Game Series.* Parents
and One-Stop Center staff were each reported to have been present in
three percent of the sessions.

*The Real Game Series* is a career development game designed for use in
classrooms. All games engage students in practicing adult real-life
decisions in a non-threatening context. Students are, as a result,
introduced to the real life value of educational achievement. Six
versions exist, ranging from grades 3-4 to postsecondary/adult. *The
learning units of these games have been linked in a number of states to
specific state learning standards.* The American School Counselor
Association has also recognized them as fulfilling the career
development requirements of their *National Standards for School
Counseling Programs*.

The games for younger students focus on career awareness activities. In
the 7^th^ and 8^th^ grades, students begin \"career exploration,\" which
becomes more complex through the 9^th^ and 10^th^ grades. Finally, in
the 11^th^ and 12^th^ grades, students must work their way through a set
of options -- educational and experiential \-- to reach the career goal
they have set for five years following graduation from high school. Not
only is the value of education emphasized, students are forced to
consider a variety of educational options, many of which are determined
by extraneous events and circumstances they encounter. Each game
underscores the value of education. Each makes education relevant to
real life decisions required of students playing the games.

**Other Training.** Individual states and territories continue to
provide additional kinds of training to teachers, counselors, and school
administrators. During PY 2002-2003, ACRN entities provided, in addition
to those identified above, 70 sessions related to career development,
guidance and counseling, and to available occupational information
resources such as America\'s Career Kit; 873 individuals participated in
this training. While school counselors were present at all sessions,
teachers and school administrators attended in significant numbers as
well.

**Publications and Dissemination**

ACRN makes available to teachers, counselors, school administrators,
parents, and students a great deal of occupational and career
information. Much of this information is delivered electronically, while
other information is available in print. ACRN also supports teacher,
counselor, and parent training through the development and dissemination
of training materials. Much of the training material is also made
available via the Internet, but again, as in the case of informational
documents, training materials continue to be distributed in print.
Finally, ACRN makes available classroom resources, such as career
portfolios and *The Real Game Series.* To date*, The Real Game Series*
is available only in print. Career portfolios may be either distributed
in printed form or made available through the web.

The 3,499,000 career tabloids and magazines distributed by ACRN in PY
2002-2003 contain the same information as CIDS, but present it in
printed form. Tabloids and magazines are designed for specific target
groups: elementary, middle or high school students. Special editions are
also prepared for parents. All these publications stress the value of
advanced education, and they feature the fastest growing occupations.

In addition, ACRNs distributed:

-   407,270 volumes of state occupational outlook handbooks

-   3,480 volumes of the federal *Occupational Outlook Handbook* (OOH)

-   7,188 *Facilitating Career Development* (FCD) texts

-   4,320 state-licensed occupation guides

-   3,169 *The* *Real Game Series* kits

-   1,037 *National Career Development Guidelines K-Adult Handbooks*

-   890 career development portfolios

-   205 volumes of *Improved Career Decision Making* (ICDM)

State ACRN entities disseminated over 4,115,000 materials in PY
2002-2003, including posters, brochures, newsletters, and bookmarks that
link learning to earning and urge students to stay in school. These
materials also included:

-   Occupational data spreadsheets and tables, wage surveys, short term
    occupational projections, guides to labor demand occupations, job
    hunting guides, and pocket resume guides;

-   Student self-assessment instruments, skills sheets and card sets,
    career planning guides, folders and portfolios, and career and
    academic guides;

-   Teacher\'s guides, career clusters curriculum materials, on-line
    curriculum and learning activities, video tapes, and counseling and
    guidance frameworks;

-   Materials for parents, ex-offenders, and persons with disabilities;
    and

-   College catalogues and information on financial aid.

Many of these materials are available in Spanish.

While it is impossible to document the numbers or kinds of individuals
receiving and using ACRN materials, states and territories report that
materials are being disseminated to students, parents, teachers,
counselors, and school administrators through the schools.

Job seekers and the unemployed are targeted through One-Stop Career
Centers and employment and training programs. Grantees report making
ACRN resources available to elementary schools, middle schools, high
schools, alternative schools, community colleges, 4-year colleges and
universities, libraries, job service offices and One-Stop Career
Centers, vocational rehabilitation offices, departments of human
resources, correctional institutions and programs, the National Guard,
community-based organizations, rapid response teams, adult education
programs, chambers of commerce, and non-profit agencies.

***No Child Left Behind***

State ACRN activities paralleled activities called for in NCLB. For
example, state ACRN entities:

-   Produced a series of brochures entitled: \"Going to High School,\"
    \"Graduating from High School,\" and \"After High School, What
    Next?\" These brochures have been disseminated to students and
    parents in print form and via the ACRN's web site in English and
    Spanish.

-   Created for use at a State College Fair, a CD with videos and state
    labor market information for the Communications & Information
    Technology Cluster.

-   Redesigned a state's Educational Information Center to include an
    expanded list of training information. Primarily students and
    parents use the web site.

-   Created a *Handbook for the Student Economist,* which was developed
    as a support to guidance and counseling.

-   Continued to produce career videos for use by the network, which
    another state ACRN entity translated into Spanish.

-   Created, or are in process of creating, career-information web pages
    for parents

Some ACRN project directors have been active in high school reform and
curricular issues at the state and local level.

-   One state ACRN entity sits on the Governor\'s Workforce Education
    Task Force, the Midlands Curriculum Framework Development Team, and
    the statewide Alliance of Tech Prep and School-to-Work Directors.

-   One state ACRN project director is a member of the state's Coalition
    for Educating At-Risk Youth.

-   One state ACRN project director heads up a committee that is
    planning a Governor\'s Institute on Academic State Standards for
    Career Education.

-   A number of states have linked products and activities with state
    learning standards.

In addition, states are increasingly featuring the connection between
education and career development through conference, workshop, and
seminar offerings.

As part of the experimental reporting system, OVAE asked states what
they have done, consistent with Perkins III, to encourage:

-   Improved academic achievement,

-   More students successfully transitioning to postsecondary
    instruction, and

-   Parental involvement in student career exploration, career choice,
    and educational preparation;

to support:

-   Career guidance and academic counseling at the secondary level, and

-   Career guidance and academic counseling at the postsecondary level;
    and

to align with:

-   Related Departmental initiatives (e.g., Community College Transition
    Initiative, State Scholars).

**Coordination with Section 15 of the Wagner-Peyser Act and WIA**

ACRN entities may use ACRN funds to supplement or coordinate with
activities supported under section 15 of the Wagner-Peyser Act. ACRN
activities may not, duplicate functions or activities supported under
either WIA or section 15 of the Wagner-Peyser Act. In effect, Section
118 requires state ACRN entities to improve coordination and
communication among administrators and planners of programs authorized
by the Perkins Act and section 15 of the Wagner-Peyser Act at the
federal, state, and local levels to ensure non-duplication of efforts
and the appropriate use of shared information. In fact, ACRN programs
are closely related to WIA programs, information, and clientele at the
state level. Almost 40 percent of all state and territorial ACRN
entities are located in WIA-funded agencies. Most of the data used by
ACRN entities in creation and maintenance of career-information delivery
systems and publication of career tabloids are supplied by the Bureau of
Labor Statistics; the U.S. Department of Labor, Employment and Training
Administration; and their state WIA counterparts.

State and territorial entities report WIA involvement in ACRN planning,
as well as their own participation in WIA advisory and policy bodies.
Primary users of ACRN informational materials are WIA-supported One-Stop
Career Center staff and their clientele. Some ACRN informational
resources -- such as career tabloids, brochures, and career information
delivery systems \-- are disseminated by One-Stop staff or accessed
through One-Stop computers. WIA representatives are frequent
participants in ACRN training sessions. ACRN entities also provide
training to One-Stop Career Center staff in such Department of Labor
resources as O\*NET, America\'s Career Kit, and the Supply/Demand
Matrix.

**IV. Impact**

GPRA Indicator 3.1 set the targets for ACRN in PY 2002-2003 at 20,000
customers trained and 8,527,748 copies of products disseminated. Actual
performance was 54,883 participants trained and 8,041,241 items
disseminated. These numbers do not represent individual counts. Some
individuals may have attended more than one training session. A single
individual may have received or had access to more than one printed
resource. These figures do not include the numbers of persons who
accessed and used materials disseminated through CRN Web sites since no
documented user counts are available.

## GPRA ACRN Targets and Actual Performance, PY 2002-2003

  -------------- -------------- -------------- -------------- --------------
  Year           Performance    Actual         Performance    Actual
                 Target         Performance    Target         Performance

                 Customers                     Products       

  2002-2003      20,000         54,883         8,527,748      8,041,241
  -------------- -------------- -------------- -------------- --------------

The number of persons trained exceeded the GPRA performance target by
174 percent while the GPRA target for publications missed by six
percent. Note that training increased by 39 percent over the previous
year and the total number of print copies disseminated by state and
territorial entities increased by 44 percent.

**Conclusion: The Key to A Successful Career**

Clearly, school counselors have used ACRN (and before ACRN, NOICC and
SOICC) services for many years. But previous reports have not
underscored the extent to which ACRN projects support secondary academic
achievement, transition of students to postsecondary education, parent
involvement, and the support of counselors and counseling programs at
the secondary and postsecondary levels. States and territories have
never before so fully documented the array of approaches they have
taken. Last year, the report emphasized the extent to which teachers
accessed and used ACRN products and training. What is noteworthy this
year is the extent to which ACRN aligns with the goals of NCLB.