OCTAE Program Memorandum 23-2

400 MARYLAND AVE. SW, WASHINGTON, DC 20202

www.ed.gov

The Department of Education’s mission is to promote student achievement and preparation for global competitiveness by 

fostering educational excellence and ensuring equal access.

March 15, 2023

Dear Colleague:

By their very nature, career and technical education (CTE) programs supported by the Carl D. Perkins 

Career and Technical Education Act, as amended by the Strengthening Career and Technical Education 

for the 21st Century Act (Perkins V) span secondary and postsecondary education and strive to reflect 

state, regional, and local labor markets. CTE programs help to underpin America’s workforce and seek to 

engage young people and adult learners at an economy of scale needed to address employer needs. The 

education industry is at a critical point, struggling to find its future workforce. It is important that CTE be 

part of a comprehensive strategy at the state and local levels to address this challenge. 

Educator shortages are not new. Well before the pandemic, low wages in the education profession, the 

high costs of teacher preparation, and other factors contributed to a decline in new entrants to the 

profession and high rates of educator attrition, particularly in schools serving large concentrations of 

students from low-income backgrounds.1 The COVID-19 pandemic has exacerbated a shortage of 

education professionals. Data reported by states to the U.S. Department of Education (Department) for 

the 2021-22 school year indicate that 48 states and Washington, DC (DC) had educator shortages –

particularly in the areas of special education (48 states and DC); mathematics (43 states and DC); science 

(40 states and DC); and CTE (33 states and DC).2 These shortages have continued into the 2022-23 

school year, and most schools consider themselves to be presently understaffed. About half of all 

schools that have teacher vacancies in special education, mathematics, foreign language, and CTE 

described these vacancies as being very difficult to fill.3 For CTE programs, difficulty finding and retaining 

qualified teachers can be a barrier to keeping programs up to date and responsive to the labor market.4

History shows that teacher shortages disproportionately impact students of color, students from lowincome backgrounds, students with disabilities, and students from rural communities.5

Another education workforce challenge is that elementary and secondary educators do not reflect the 

diversity of the children and youth in public schools. For example, in the most recent school years for 

which data are available, 15 percent of public school students were Black, and 28 percent were Hispanic, 

but the percentages of public school teachers who were Black and Hispanic were only 7 and 9 percent, 

respectively.6

Yet research suggests that when students have exposure to teachers of their own race or ethnicity, 

there can be significant benefits, particularly for students of color.7 These benefits may include 

increased academic achievement, increased enrollment in more rigorous courses, reduction in 

exclusionary discipline, improved attendance, and increased high school graduation with an intent to 

enroll in postsecondary education.8 For example, emerging evidence indicates that exposure to Hispanic 

educators for Hispanic public school students is associated with higher reading and mathematics scores, 

 UNITED STATES DEPARTMENT OF EDUCATION

OFFICE OF CAREER, TECHNICAL, AND ADULT EDUCATION
2

fewer disciplinary incidents, lower dropout rates, and the increased likelihood of high school 

graduation.9

Ensuring that all teachers are provided with competitive and livable compensation is essential to 

addressing effectively shortages in the profession.10 In addition, we must make strides to improve 

educator recruitment, preparation, development, and retention, and increase the diversity of the 

profession, through high-quality programs and partnerships between school districts, institutions of 

higher education, and state education and workforce agencies that strengthen the educator preparation 

pipeline. These programs include “Grow Your Own” initiatives that recruit and prepare aspiring 

educators as early as high school, teacher residency programs, and Registered Apprenticeships for 

educators that are used to support teaching residencies, allowing teacher apprentices to earn a good 

wage while learning. Also important is forging seamless transfer and enrollment policies between 

educator preparation programs offered at community and technical colleges and those provided by 

baccalaureate degree-granting institutions of higher education. CTE programs can and should be at the

center of each of these efforts.

This letter describes the wide-ranging challenges impacting CTE programs and participants. The 

companion fact sheet describes allowable activities and strategies for which the $1.43 billion 

appropriated each year through the Carl D. Perkins Career and Technical Education Act of 2006, as 

amended by the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), may 

be used to improve the recruitment and preparation of future CTE educators as well as educators that 

teach other subjects. Just as CTE has risen to address other workforce challenges, we too must respond 

to the workforce shortages that we now see within our own industry. We look forward to working with 

you to address and overcome these challenges.

Sincerely,

/s/

Amy Loyd, Ed.L.D.

Assistant Secretary for Career, Technical, and

Adult Education
3

Carl D. Perkins Career and Technical Education Act of 2006: 

Strengthening the Pipeline for

Career and Technical Education Teachers and Other Educators

The U.S. Department of Education (Department) awards approximately $1.43 billion annually for Career 

and Technical Education (CTE) state formula grants authorized under the Carl D. Perkins Career and 

Technical Education Act of 2006, as amended by the Strengthening Career and Technical Education for 

the 21st Century Act (Perkins V). Perkins V assists states and outlying areas in expanding and improving 

CTE in secondary schools, area CTE centers, and community colleges. Each state uses program funds to 

support a variety of CTE programs and activities developed in accordance with its state plan. The use of 

these funds by states, local educational agencies (LEAs), community colleges, and other subrecipients 

must supplement, and may not supplant, non-federal funds expended to carry out CTE activities.11

States may use up to 10 percent of their allocations to carry out state leadership activities,

12 including 

recruiting, preparing, or retaining CTE teachers and faculty, and may use up to 5 percent of their 

allocations or $250,000 (whichever is greater) for administrative costs.13

At least 85 percent of state grant funds must be allocated by formula to LEAs and postsecondary 

educational institutions,14 and a state may reserve up to 15 percent of those funds to make grant 

awards to LEAs in rural areas, areas with high percentages or high numbers of CTE students, or areas 

with performance gaps, or to foster innovative and promising CTE programs or promote programs of 

study and career pathways that are aligned with state-identified high-skill, high-wage, or in-demand 

occupations or industries.15 States determine the share of funds awarded at the secondary and 

postsecondary levels. During the 2020-21 school year, states allocated an average of 62 percent of their 

state grant funds at the secondary education level and 38 percent at the postsecondary education 

level.16

LEAs, community colleges, and other entities that receive Perkins V subgrants must conduct a 

comprehensive needs assessment related to CTE and update it every two years.17 They must use 

subgrant funds to develop, coordinate, implement, or improve CTE programs to meet the needs 

identified in the needs assessment.18 The CTE programs they support with subgrant funds must, among 

other activities, provide career exploration and career development activities; provide professional 

development for teachers, faculty, school leaders, administrators, and specialized instructional support 

personnel; and support the integration of academic skills.19

The Department has several important programs that invest in building high-quality, comprehensive 

pathways into the teaching profession, including the Teacher Quality Partnership Program, Augustus F. 

Hawkins Centers of Excellence Grants, and Individuals with Disabilities Education Act State Personnel 

Development Grants. This fact sheet describes how Perkins V funds are another valuable asset that may 

be used strategically by states, LEAs, and community colleges to strengthen the pipeline of educators, 

including specialized instructional support personnel,20 to address shortages of educators that are 

straining our educational system.
4

Strengthening the CTE Teacher Pipeline ................................................................ 5

CTE Teacher Preparation Opportunities for States .................................................................... 5

CTE Teacher Preparation Opportunities for Community Colleges............................................. 6

CTE Teacher Preparation Opportunities for Local Educational Agencies................................... 7

Strengthening the Educator Pipeline in Other Subject Areas................................. 8

Educator Preparation Opportunities for States.......................................................................... 8

Educator Preparation Opportunities for Community Colleges ................................................ 10

Educator Preparation Opportunities for Local Educational Agencies...................................... 11

Frequently Asked Questions: Perkins V and Teacher Preparation........................ 13

1. Is the teaching profession an occupation for which Perkins V funds may be used to 

prepare individuals?.................................................................................................................. 13

2. May eligible recipients use Perkins V funds to develop and implement comprehensive 

programs of study focused on the teaching profession that begin in high school and continue

through postsecondary education, including Grow Your Own programs?.............................. 13

3. May Perkins V funds be used to support programs for students interested in entering the 

education profession to earn college credits while still in high school, including through dual 

enrollment and early college programs?.................................................................................. 14

4. May Perkins V funds be used to develop and support high-quality work-based learning 

opportunities and simulated work environments for high school students, such as 

internships, residencies, and mentorship programs in the education profession?................. 14

5. May Perkins V funds be used to pay the costs of certification or licensing examinations 

for students enrolled in an EPP?............................................................................................... 14

6. May Perkins V funds be used for career guidance and academic counseling for students 

interested in the education profession?................................................................................... 14

7. May Perkins V funds be used to create or expand high school educator development 

pipeline activities that focus on underrepresented groups in the teaching profession? ........ 15

8. How may Perkins V funds be used to recruit and support industry experts and 

professionals in earning certification to become CTE educators? ........................................... 15

9. May Perkins V funds be used to develop and implement high-quality mentoring and 

induction programs for beginning CTE educators? .................................................................. 16

10. May Perkins V funds be used for professional development?.......................................... 16

11. May Perkins V funds be used to support high-quality professional development for CTE 

educators? ................................................................................................................................ 17

12. May Perkins V funds be used to provide professional development to teachers who are 

not CTE educators? ................................................................................................................... 17
5

Strengthening the CTE Teacher Pipeline

CTE Teacher Preparation Opportunities for States

The recruitment, preparation, development, or retention of CTE teachers, faculty, and other CTE 

instructional personnel is one of the required uses of state leadership funds under Perkins V. State 

leadership funds are the 10 percent of the Perkins V state formula allocation that is available to state 

eligible agencies (states).21 States may only use these funds to supplement, and may not supplant, nonfederal funds expended to carry out CTE activities.22

• State leadership funds may be used to support the development and implementation of a wide 

range of CTE educator preparation programs (CTE EPPs), including baccalaureate degree and 

post-baccalaureate degree programs, that provide comprehensive, high-quality pathways into 

CTE teaching.23 For example, teacher residency programs are an evidence-based EPP model that 

has been successful in preparing teachers from diverse backgrounds in high-need fields.

Residencies are implemented through partnerships between institutions of higher education 

(IHEs) and local educational agencies (LEAs) and combine pedagogical training with paid 

classroom experience alongside a master teacher. Participants who complete teacher 

residencies have significantly lower rates of attrition than new teachers who are prepared by 

other types of programs.24

New York City’s Success Via Apprenticeship recruits recent high school graduates who concentrated their 

studies in CTE and prepares them to be effective CTE teachers through a 5-year program that includes 

industry experience, classroom teaching under the supervision of a teacher mentor, and pedagogical 

instruction in the college courses necessary to be licensed by the New York State Education Department 

as a CTE teacher. Participants are paid a competitive salary, and receive health insurance benefits, 

membership in United Federation of Teachers, and free college tuition.

• State leadership funds may be used to pay students’ costs of attendance at CTE EPPs in return 

for a commitment to serve as a CTE teacher, through scholarships or loan forgiveness as well as 

the costs of support services such as childcare or transportation that aspiring CTE teachers may 

need in order to participate. 25 Research indicates that service scholarships or loan forgiveness 

programs are promising teacher recruitment and retention tools, but only if they cover a 

significant portion of tuition and living costs and are not administratively burdensome to 

access.26 Evidence also suggests that financial incentives can boost recruitment of teachers of 

color.27

The Washington State Educator Workforce Program offers scholarships to aspiring teachers in high-need 

fields in return for a commitment to teach in Washington State schools. The program includes a 

scholarship for prospective CTE teachers of up to $8,000 per year for two years. Priority is given to 

applicants who have a professional license or industry experience applicable to the CTE endorsement 

they intend to pursue. Scholarship recipients must teach full time in Washington State or a Tribal school 

for two entire school years for each year of funding received.
6

• States may use state leadership funds to assist individuals with relevant industry experience in 

obtaining state teacher licensure or credential requirements through teacher licensure and 

certification changes and other strategies to leverage the talent of industry professionals to

deliver CTE instruction while not lowering standards for incoming teachers. 28

Kentucky’s adjunct teacher certification program enables industry professionals to teach part-time in CTE 

classrooms without giving up their regular jobs. Adjunct CTE teachers must have a high school diploma 

and at least four years of work experience in their subject area. Certification as an adjunct must be 

renewed annually and does not lead to regular certification as a CTE teacher. LEAs and schools that 

employ adjuncts often provide professional development opportunities on pedagogy and classroom 

management to better prepare them to be successful in the classroom.29

• States may use state leadership funds to support induction and mentoring programs for new 

CTE teachers.

30 Early career educators who participate in high-quality induction and mentoring 

programs are half as likely to leave the profession or move to another school as beginning 

teachers who do not receive these supports. Key elements of a high-quality induction and 

mentoring program include a mentor teacher from the same field, common planning time with 

other teachers in the same subject, regularly scheduled collaboration with other teachers, and 

support from an external network of teachers.31

The Kansas Center for Career and Technical Education (KCCTE) at Pittsburg State University matches CTE 

teachers within their first two years of teaching with experienced CTE teachers in the same content area 

who have completed mentoring training provided by KCCTE. Participants receive one-on-one 

individualized instruction, online group instruction, confidential feedback from their mentors, learning 

opportunities within their content area, and opportunities to network with other early career CTE 

teachers.

• Other allowable uses of state leadership funds include paying the fees associated with state 

testing and certification or licensure for aspiring CTE teachers and recruitment campaigns, 

which may target prospective CTE teacher candidates from racial and ethnic groups, as well as 

other groups, that are underrepresented in the CTE teacher workforce and industry experts in 

high-demand fields.32

CTE Teacher Preparation Opportunities for Community Colleges

Community colleges and other entities that receive Perkins V postsecondary education subgrants under 

section 132 may use these funds to recruit and retain CTE teachers and faculty.33 Funds may also be 

used to provide professional development for CTE teachers and faculty.

34 The focus of the professional 

development may include “opportunities to advance knowledge, skills, and understanding of all aspects 

of an industry, including the latest workplace equipment, technologies, standards, and credentials,”35

“opportunities to advance knowledge, skills, and understanding in pedagogical practice,”36 and other 

topics, such as providing “appropriate accommodations for individuals with disabilities.”37 Professional 

development also may include support for “the recruitment, hiring, and training of effective educators, 

including educators who became certified through State and local alternative routes to certification.”38
7

In addition, community colleges may use Perkins V subgrant funds to equip aspiring CTE educators with 

the skills necessary to pursue a career in this high-skill and in-demand occupation, such as by developing 

and providing the first two years of a “2+2” CTE EPP that leads to a baccalaureate degree in education

or, for community colleges in states that authorize community colleges to award baccalaureate degrees, 

all four years of a baccalaureate degree CTE EPP.39 Coordinating with the baccalaureate degree-granting 

institution and supporting the development of articulation agreements can help ensure that students 

will be able to enroll easily and transfer the credits they earn in community college when they transfer 

institutions to complete their CTE EPP.

After the University of Wyoming (UW) shuttered its baccalaureate degree EPP for CTE teachers due to 

low enrollment, requests from Wyoming LEAs to restore the program prompted UW to revive and 

reimagine the program in partnership with the state’s community colleges and the Wyoming 

Professional Teaching Standards Board. UW’s CTE teacher EPP is now a 3+1-degree program, with 

community colleges providing the first three years of general education and CTE content that is 

followed by a culminating year of pedagogical training at UW that is principally provided online.40

Community colleges may also address shortages of CTE teachers in secondary schools by using their 

adjunct faculty to increase dual enrollment opportunities in CTE subjects, tapping their Perkins V 

subgrant for these activities. Perkins V subgrants may be used for “expanding opportunities for CTE 

concentrators to participate in accelerated learning programs” that may include “dual or concurrent 

enrollment programs” and “early college high schools.”41

Subgrant funds used by community colleges for professional development and EPPs must supplement, 

and may not supplant, non-federal funds expended to carry out these activities.42

CTE Teacher Preparation Opportunities for Local Educational Agencies

LEAs that receive Perkins V secondary subgrants under section 131 of Perkins V may use these funds to 

recruit and retain CTE teachers. Recruitment and retention costs could include reasonable financial 

incentives, such as signing bonuses, payments to reduce student loan debt in exchange for a 

commitment to teach for a minimum number of years (e.g., 4 years in an underserved school), and the 

payment of costs associated with being certified to teach in the state. 43

Like community colleges that receive funds under section 132 of Perkins V, LEAs may use their section 131 

subgrant funds to support EPPs for CTE teachers, which could include teacher residencies. Funds also may 

be used to support induction and mentoring programs for new CTE teachers so long as the induction and 

mentoring programs meet the definition of “professional development” in section 3 of Perkins V.

44

As a reminder, subgrant funds used by LEAs for professional development and EPPs must supplement, 

and may not supplant, non-federal funds expended to carry out these activities.45
8

Strengthening the Educator Pipeline in Other Subject Areas

Educator Preparation Opportunities for States

Teaching is a career that may be the focus of CTE programs at the secondary and postsecondary levels.

46

Perkins V presents several opportunities for state eligible agencies to support activities in high schools 

and community colleges to strengthen the pipeline of educators in subject areas other than CTE

provided that funds are used to supplement and do not supplant non-federal support for these 

activities.

• States may seek to increase the number of LEAs and IHEs that offer EPPs that span secondary 

and postsecondary education and culminate with a recognized postsecondary credential47 such 

as a baccalaureate degree and state certification as a teacher by developing and promoting a 

statewide EPP program of study, which may include standards, curriculum, and course 

development, and career exploration, guidance, and advisement activities and other 

resources.48 State leadership funds also may be used to support the implementation of the EPP 

program of study by eligible recipients,49 as well as to award incentive grants to eligible 

recipients for effectively developing connections between EPPs that begin in high school and 

culminate in a recognized postsecondary credential.50

The Delaware Department of Education used Perkins V state leadership funds to develop the Teacher 

Academy Career Pathway. The Teacher Academy program is a CTE program of study that was 

developed at the state level. Using Perkins V reserve funds, the state offered incentives for LEAs to 

adopt the program. The Teacher Academy program consists of three or more courses offered across 

all partnering high schools that present students with the opportunity to earn nine college credits in 

an education major, sit for their paraprofessional and Praxis exams, and participate in a practicum 

experience. More than half of Delaware’s high schools have adopted the program, including 

comprehensive, technical, and charter school systems. The program currently enrolls thousands of 

youth, the majority of whom are individuals of color. School systems that participate also seek to 

employ completing students as substitute teachers and paraprofessionals and offer open contracts 

for teaching positions upon student completion of a bachelor’s degree.51

• Dual enrollment52 is a proven, evidence-based strategy to increase high school achievement and 

completion and to boost postsecondary enrollment and credential attainment.53 State 

leadership funds may be used to develop and improve dual enrollment opportunities that 

enable high school students to get a head start on earning postsecondary education credits in an 

associate degree or baccalaureate degree EPP, such as by providing start-up funding for early 

colleges, middle colleges, and other EPP accelerated learning opportunities.54
9

Developed in partnership with Northwestern State University and the Consortium for Education, 

Research, and Technology of North Louisiana, the Louisiana Department of Education’s Students 

Teaching and Reaching (STAR) program is a two-year dual enrollment program that introduces high 

school juniors and seniors to careers in teaching and provides foundational pedagogical knowledge 

and skills that will give participants a head start if they enroll in a baccalaureate degree EPP after 

graduation.55

• Supporting career academies focused on teaching is another allowable use of state leadership 

funds.56 Career academies are small learning communities, or schools-within-schools in which 

the curriculum is centered on one career, occupation, or industry and combines academic and 

technical aspects relevant to the career. They typically provide internships and other workbased learning experiences, often through partnerships with local employers.57

• Extensive clinical experience in the classroom is an integral part of EPPs. States may use state 

leadership funds to establish, identify, or expand paid practica and other work-based learning 

opportunities for aspiring educators that are aligned to CTE programs and program of study.”58

• Supporting CTE student organizations59 for students interested in teaching careers is another 

allowable use of state leadership funds, especially with respect to efforts to increase the 

participation of students who are members of special populations in these organizations.

60

• With men comprising 24 percent of the nation’s public-school teaching corps,61 teaching is a 

non-traditional field for men. States may use state leadership funds for non-traditional fields to 

support outreach and recruitment efforts to encourage young men to consider careers in 

teaching.62

• To ensure students have accurate information about careers in teaching and pathways to 

pursue these careers, states may use state leadership funds to improve career guidance and 

academic counseling programs focused on the teaching profession.63

• At the postsecondary level, state leadership funds may be used to develop and implement the 

first two years of a “2+2” EPP that begins in community college and leads to a baccalaureate 

degree in education. Similarly, state leadership funds may be used to connect credential and 

degree programs across postsecondary education, such as the development of paraprofessional 

to educator pathways or articulation agreements between early childhood education associate 

degree and elementary education baccalaureate degree programs.64

• States may use state leadership funds to improve the transfer and completion rates of aspiring 

educators who begin their studies in community college by establishing and implementing 

statewide articulation agreements and admissions procedures that facilitate the transition of 

students with associate degrees in early childhood or teacher education to baccalaureate 

degree EPPs.65
10

North Carolina has built seamless transfer pathways between the teacher education programs 

delivered through its community college system with the baccalaureate degree EPPs offered by public 

and private colleges and universities throughout the state. The Uniform Articulation Agreement in 

Teacher Education/Educator Preparation between the State Board of the North Carolina Community 

College System (NCCS) and the University of North Carolina (UNC) System Board of Governors 

facilitates the transfer of students who earn an Associate in Arts in Teacher Preparation (AATP) or an 

Associate in Science in Teacher Preparation (ASTP) at a state community college to baccalaureate 

degree EPPs at any UNC institution, guaranteeing that they receive at least 60 semester hours of 

academic credit for courses with a grade of C or better upon admission to a UNC institution. The 

Uniform Articulation Agreement in Teacher Preparation between NCCS and North Carolina 

Independent Colleges and Universities provides for the same 60-credit transfer for students with 

AATP or ASTP degrees who are admitted to a baccalaureate degree EPP at any of the 24 private 

institutions of higher education that signed the agreement.

States may also set aside a reserve fund that is up to 15 percent of the funds available for local 

distribution66 to be used to award grants to foster innovation through the identification and promotion 

of promising and proven CTE programs, practices, and strategies or to promote the development, 

implementation, and adoption of programs of study or career pathways aligned with in-demand 

occupations or industries. The funds may be awarded competitively or by formula to eligible recipients 

in rural areas, areas with high percentages of CTE concentrators or CTE participants, areas with high 

numbers of CTE concentrators or CTE participants, and areas with disparities or gaps in performance.67

Nationwide, about $173 million is available to states in FY 2022 for the reserve fund.

These reserve funds may be used to support the creation, expansion, or improvement of EPPs at the 

secondary or postsecondary levels. They could also be used to address persistent teacher shortages in 

rural communities throughout the state. For example, a state could award reserve funds to eligible 

recipients in rural areas to create “Grow Your Own” EPPs that span secondary and postsecondary 

education. 

Educator Preparation Opportunities for Community Colleges

In carrying out their biennial comprehensive local needs assessment,68 community colleges should 

consult with nearby LEAs to consider staffing challenges they may be experiencing and subsequently 

could use their Perkins V subgrant funds to address those challenges through EPPs for teachers in 

subject areas other than CTE. These may include “2+2” programs articulated with baccalaureate degree 

programs, teacher residencies, and early college high schools and other “Grow Your Own” programs 

that give high school students the opportunity to earn postsecondary credits in an EPP. The costs of 

establishing articulation agreements that facilitate credit transfer between associate degree and 

baccalaureate degree EPPs are allowable as well.69

For students who are members of special populations, costs for tuition, along with support for the 

transportation, childcare, and other out-of-pocket expenses for these students to enroll in the EPP may 

be provided.70 Perkins V subgrants may be used to recruit students for the EPP;

71 support practica, 

internships, or other clinical experiences that are part of an EPP;72 and support CTE student 

organizations for aspiring educators.73
11

Serving a diverse student body that is predominantly Native Hawaiian and Asian, Leeward Community 

College in Oahu, Hawaii, has become a hub of innovation in teacher preparation to address the 

island’s persistent educator shortages. It created a 2+2 EPP in which Leeward delivers the first two 

years of a baccalaureate degree in teaching that students finish at a partner university, in the interim 

receiving an associate degree in teaching that qualifies recipients to teach as paraeducators in Hawaii 

Public Schools. For industry professionals interested in becoming CTE educators, Leeward offers a 

postbaccalaureate program that provides the pedagogical training needed to become certified to 

teach CTE in Hawaii. A similar program prepares individuals with baccalaureate degrees to become 

licensed to teach special education. Leeward also offers a Culturally Responsive Teaching certificate to 

prepare aspiring and current teachers to work as “culturally responsive educators versed in Hawaiian 

and indigenous knowledge, pedagogy, and worldview.”74

Registered Apprenticeship EPPs are an emerging innovation to prepare the education workforce.

75

Community colleges may use Perkins V subgrants to develop Registered Apprenticeship EPPs or to pay 

the costs of related training and instruction as part of a Registered Apprenticeship EPP administered by 

other entities.76

Educator Preparation Opportunities for Local Educational Agencies 

LEAs should consider their own workforce needs in carrying out their biennial comprehensive local 

needs assessment77 and identify strategies to use Perkins V funds to address these staffing needs.

Perkins V subgrant funds may be used to support the development, implementation, and improvement 

of EPPs that may begin as early as the middle grades and continue through the attainment of a 

recognized postsecondary credential.78 This could include, for example, CTE courses that introduce 

students to the teaching profession, education-focused career academies that begin students’ 

preparation as educators, and dual enrollment programs that give high school students an opportunity 

to get a head start on an associate and baccalaureate degree in education.

Designed with a specific focus on increasing the diversity of the teaching profession, the University of 

Colorado’s Pathways2Teaching® is a concurrent enrollment teacher preparation program for high 

school juniors and seniors for which students earn college credit that is offered in 11 LEAs and 40 

schools in Colorado. Students engage in a weekly field experience teaching elementary school 

students vocabulary and reading comprehension skills. College readiness skills are integrated 

throughout the curriculum with an emphasis on developing writing skills. Students also examine 

historical and current issues related to equity in education and write a research paper and make a 

presentation on a related topic they choose.79 Pathways2Teaching® is recognized as a program of 

study by Colorado’s State Board for Community Colleges and Occupational Education for which LEAs 

may use Perkins V funding.80
12

LEAs also may use their subgrants to:

• Advance students’ knowledge of career opportunities in education and assist them in preparing for 

and pursuing participation in EPPs.

81

• Reduce or eliminate out-of-pocket expenses for special populations participating in EPPs or the CTE 

coursework needed to prepare for EPPs and pay the costs associated with fees, transportation, 

childcare, or mobility challenges.

82

• Support paid practica, internships, or other clinical experiences that are part of an EPP or the CTE 

coursework needed to prepare for them.83

• Support CTE student organizations for aspiring educators.

84

• Pay fees associated with certification examinations for participants in EPPs who are special 

populations.

85

Operated by Charlotte-Mecklenburg (NC) Public Schools in collaboration with the Cato College of 

Education in the University of North Carolina at Charlotte (UNC-Charlotte), the Charlotte Teacher 

Early College was launched to create a strong pathway to a professional career and economic mobility 

for students from low-income backgrounds and to recruit more teachers of color and from 

multilingual backgrounds. During the first year of the five-year program, ninth grade students take 

honors-level academic courses while participating in seminars and workshops about public schools 

and the teaching profession. In their sophomore year, students enroll in a course based on North 

Carolina’s Teacher Cadet program, which includes an internship at a local school for 3-4 days per 

week. Beginning in their junior year, students transition to begin taking some college-level courses 

that satisfy the university’s general education requirements and electives related to teacher 

preparation as they continue their clinical placements at local schools. After earning their high school 

diploma in grade 12, students can continue their postsecondary education studies at UNC-Charlotte 

or transfer the college credits they have earned to another postsecondary institution at which they 

choose to enroll.86
13

Frequently Asked Questions: Perkins V and Teacher Preparation

1. Is the teaching profession an occupation for which Perkins V funds may be used to 

prepare individuals? 

Yes, Perkins V funds may be used to develop and support programs that prepare individuals for teaching 

careers, provided the education and training programs that equip students with the skills necessary to 

pursue these careers meet the definition of “career and technical education” in section 3(5) of Perkins V

and other requirements. 

The law defines CTE, in part, as a sequence of courses that “provides individuals with rigorous academic 

content and relevant technical knowledge and skills needed to prepare for further education and 

careers in current or emerging professions, which may include high-skill, high-wage, or in-demand 

industry sectors or occupations.” The teaching profession is both a high-skill and in-demand occupation. 

The sequence of courses must provide “technical skill proficiency or a recognized postsecondary 

credential,” which may include “an industry-recognized certificate or certification, a certificate of 

completion of an apprenticeship, a license recognized by the State involved or Federal Government, or 

an associate or baccalaureate degree.87 State certification as a teacher is a “recognized postsecondary 

credential.”

LEAs, IHEs, and other eligible recipients must use Perkins V subgrant funds to develop, coordinate, 

implement, or improve CTE programs that address local needs identified in a biennial needs assessment, 

which are described in the applications for funds they submit for approval to the state. 88 The CTE 

programs they support must be “of sufficient size, scope, and quality to be effective,”89 terms which are 

defined by the state in its state plan, and meet other requirements established by the state. Perkins V 

subgrants may only be used to supplement and may not supplant non-federal funds available for CTE.90

It is possible to design a program that prepares individuals for teaching careers that meets these and all 

other requirements for the use of Perkins V funds.

2. May eligible recipients use Perkins V funds to develop and implement comprehensive 

programs of study focused on the teaching profession that begin in high school and 

continue through postsecondary education, including Grow Your Own programs?

Yes, eligible recipients at both secondary and postsecondary education levels may use their Perkins V 

subgrants to develop and implement new CTE programs of study that prepare individuals to be 

teachers.91 These programs may begin in high school and continue through postsecondary education.92

State eligible agencies may also use state leadership funds to develop such CTE programs of study93 and 

may use reserve funds to support eligible recipient development and adoption of these programs.94
14

3. May Perkins V funds be used to support programs for students interested in entering 

the education profession to earn college credits while still in high school, including 

through dual enrollment and early college programs?

Yes, eligible recipients at both secondary and postsecondary education levels may use their Perkins V 

subgrants to support programs that enable students interested in education professions to earn college 

credits while still in high school, including through dual enrollment and early college programs. One of 

the allowable uses of funds for eligible recipients is “expanding opportunities for CTE concentrators to 

participate in accelerated learning programs (as described in section 4104(b)(3)(A)(i)(IV) of the 

Elementary and Secondary Education Act of 1965),95 including dual or concurrent enrollment programs, 

early college high schools, and the development or implementation of articulation agreements as part of 

a career and technical education program of study.”96 States also may use state leadership funds to 

provide support for “accelerated learning programs” that are part of a CTE program of study.97

4. May Perkins V funds be used to develop and support high-quality work-based learning 

opportunities and simulated work environments for high school students, such as 

internships, residencies, and mentorship programs in the education profession?

Yes, eligible recipients at both the secondary and postsecondary education levels may use their Perkins 

V subgrants for “a continuum of work-based learning opportunities, including simulated work 

environments.”98 States may also use state leadership funds for “establishing and expanding work-based 

learning opportunities that are aligned to career and technical education programs and programs of 

study.”99

5. May Perkins V funds be used to pay the costs of certification or licensing examinations 

for students enrolled in an EPP?

Yes, when it is deemed reasonable and necessary, eligible recipients at both the secondary and 

postsecondary levels may use their Perkins V subgrants to pay fees associated with certification 

examinations for participants in EPPs100—for example, for students who are members of special

populations.101 A state may use leadership funds to develop a statewide program of study that embeds 

the attainment of early childhood or paraprofessional credentials within an EPP or that bridges these 

credentials with an EPP by evaluating the learning and experience associated with these credentials to 

identify college credit equivalencies are transferable. State leadership funds also may be used to 

develop a Registered Apprenticeship EPP as a statewide program of study.102

6. May Perkins V funds be used for career guidance and academic counseling for 

students interested in the education profession?

Yes, eligible recipients at both secondary and postsecondary education levels may use their Perkins V 

subgrants for career guidance and academic counseling for students interested in the education 

profession. Allowable uses of subgrant funds include “introductory courses or activities focused on 
15

career exploration and career awareness” and “career guidance and academic counselors that provide 

information on postsecondary education and career options.”103

7. May Perkins V funds be used to create or expand high school educator development 

pipeline activities that focus on underrepresented groups in the teaching profession?

Yes, eligible recipients at both secondary and postsecondary education levels may use their Perkins V 

subgrants for activities for students from groups that are underrepresented in the teaching profession 

to advance their knowledge of career opportunities in teaching and assist them in making informed 

decisions about future education and employment goals.104 In addition, state eligible agencies must use 

a portion of their state leadership funds “for the recruitment of special populations” and “nontraditional gender concentrators” to enroll in CTE programs, which could be focused on CTE programs 

that prepare individuals for teaching careers.105 States may also use their leadership funds to provide 

eligible recipients with professional learning, support, and technical assistance in “eliminating inequities 

in student access” to “high-quality programs of study that provide skill development.”106

8. How may Perkins V funds be used to recruit and support industry experts and 

professionals in earning certification to become CTE educators?

States must spend a portion of their state leadership funds on recruiting, preparing, or retaining CTE 

teachers, faculty, and other CTE instructional personnel. These funds may be used to—

• Develop and implement CTE educator preparation programs (CTE EPPs), including teacher 

residencies;

• Pay students’ costs of attendance at CTE EPPs through scholarships or loan forgiveness provided in 

return for a service commitment (e.g., 4 years at an underserved school), as well as for the costs of 

support services such as childcare or transportation that aspiring CTE teachers may need in order to 

participate;

• Offer financial incentives to industry experts to become certified to teach CTE courses;

• Supplement the salaries of CTE educators in high-need or hard to staff positions; and

• Prepare CTE educators in fields with declining labor market demand to teach CTE courses in higherdemand fields.

107

If there are inequities in student access to effective CTE teachers, states also may use state leadership 

funds to address those inequities by developing, piloting, and evaluating changes in state licensure and 

certification requirements that remove barriers to certification as a CTE educator for industry experts 

and professionals while maintaining high standards to enter the profession.

108

Additionally, eligible recipients may use subgrant funds to pay the costs associated with becoming a fully 

certified or licensed CTE educator.109
16

9. May Perkins V funds be used to develop and implement high-quality mentoring and 

induction programs for beginning CTE educators?

Yes, if mentoring and induction programs for beginning CTE educators meet the definition of 

“professional development” in section 3(40) of Perkins V, then eligible recipients at the secondary and 

postsecondary levels may use subgrant funds on these programs.110 Further, states may use state 

leadership funds for these mentoring and induction programs.

111

10. May Perkins V funds be used for professional development?

Yes, Perkins V funds may be used for professional development at the state and local level provided it is 

consistent with the law’s definition of “professional development”: 

“The term ‘professional development’ means activities that—

(A) are an integral part of eligible agency, eligible recipient, institution, or school 

strategies for providing educators (including teachers, principals, other school leaders, 

administrators, specialized instructional support personnel, career guidance and academic 

counselors, and paraprofessionals) with the knowledge and skills necessary to enable students

to succeed in career and technical education, to meet challenging State academic standards 

under section 1111(b)(1) of the Elementary and Secondary Education Act, or to achieve 

academic skills at the postsecondary level; and

(B) are sustained (not stand-alone, 1-day, or short-term workshops), intensive,

collaborative, job-embedded, data-driven, and classroom-focused, to the extent practicable 

evidence-based, and may include activities that—

(i) improve and increase educators’—

(I) knowledge of the academic and technical subjects;

(II) understanding of how students learn; and

(III) ability to analyze student work and achievement from multiple sources, 

including how to adjust instructional strategies, assessments, and materials 

based on such analysis;

(ii) are an integral part of eligible recipients’ improvement plans;

(iii) allow personalized plans for each educator to address the educator’s specific needs 

identified in observation or other feedback;

(iv) support the recruitment, hiring, and training of effective educators, including 

educators who became certified through State and local alternative routes to certification;

(v) advance educator understanding of—

(I) effective instructional strategies that are evidence-based; and

(II) strategies for improving student academic and technical achievement or 

substantially increasing the knowledge and teaching skills of educators;

(vi) are developed with extensive participation of educators, parents, students, and 

representatives of Indian Tribes (as applicable), of schools and institutions served under this Act;

(vii) are designed to give educators of students who are English learners in career and 

technical education programs or programs of study the knowledge and skills to provide 
17

instruction and appropriate language and academic support services to those students, 

including the appropriate use of curricula and assessments;

(viii) as a whole, are regularly evaluated for their impact on increased educator

effectiveness and improved student academic and technical achievement, with the 

findings of the evaluations used to improve the quality of professional development;

(ix) are designed to give educators of individuals with disabilities in career and technical 

education programs or programs of study the knowledge and skills to provide instruction and 

academic support services to those individuals, including positive behavioral interventions and 

supports, multi-tier system of supports, and use of accommodations;

(x) include instruction in the use of data and assessments to inform and instruct 

classroom practice;

(xi) include instruction in ways that educators may work more effectively with parents 

and families;

(xii) provide follow-up training to educators who have participated in activities 

described in this paragraph that are designed to ensure that the knowledge and skills learned by 

the educators are implemented in the classroom;

(xiii) promote the integration of academic knowledge and skills and relevant technical 

knowledge and skills, including programming jointly delivered to academic and career and 

technical education teachers; or

(xiv) increase the ability of educators providing career and technical education 

instruction to stay current with industry standards.”112

11. May Perkins V funds be used to support high-quality professional development for 

CTE educators?

Yes, high-quality professional development on a wide range of topics is an allowable use of state 

leadership funds by states113 and of subgrant funds by eligible recipients.

114 Professional development 

supported by Perkins V must be “sustained (not stand-alone, 1-day, or short-term workshops), intensive, 

collaborative, job-embedded, data-driven, and classroom-focused, to the extent practicable evidencebased.” 115

12. May Perkins V funds be used to provide professional development to teachers who 

are not CTE educators?

Yes, Perkins V funds may be used by states and eligible recipients to provide professional development

to teachers who are not CTE educators if the purpose is to equip them with the knowledge and skills 

necessary to enable CTE students to succeed in CTE, meet state academic standards, or achieve 

academic skills at the postsecondary level.116 Perkins V does not generally limit participation in 

professional development funded by the law to CTE educators, and, in some cases, explicitly encourages 

the inclusion of educators who teach CTE students other subjects that are part of a CTE program of 

study, such as in the integration of academic and technical content.

117
18

Legal Requirements

Other than statutory and regulatory requirements referenced in the document, the contents of this 

document do not have the force or effect of law and do not bind the public and school communities. 

This document is intended only to provide clarity regarding existing requirements under the law or 

agency policies.

Legal Disclaimer

This document contains resources (including links to those resources) that are provided for the user’s 

convenience. Inclusion of these materials is not intended to reflect their importance, nor is it intended 

to endorse any views expressed or products or services offered. These materials might contain the views 

and recommendations of various subject-matter experts, as well as hyperlinked text, contact addresses, 

and websites to information that other public and private organizations created and maintain. The 

opinions expressed in any of these materials do not necessarily reflect the positions or policies of the 

Department. The Department does not control or guarantee the accuracy, relevance, timeliness, or 

completeness of any outside information included in these materials. For the reader’s convenience, this 

document contains examples of potentially useful resources and methodologies in use by states, LEAs, 

and institutions of higher education. Inclusion of such information does not constitute an endorsement 

by the Department or the federal government, nor a preference or support for these examples as 

compared with others that might be available and be presented.

1 Podolsky, A., Kini, T., Bishop, J. and Darling-Hammond, L. (2016), Solving the Teacher Shortage: How to Attract 

and Retain Excellent Educators. Palo Alto, CA: Learning Policy Institute. Retrieved from: 

https://learningpolicyinstitute.org/product/solving-teacher-shortage 2 U.S. Department of Education, Office of Postsecondary Education, Teacher Shortage Area Data. Retrieved from: 

https://tsa.ed.gov/#/home/. 3 U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (2022), 

School Pulse Panel (2022–23). Retrieved from: https://ies.ed.gov/schoolsurvey/spp/. 4 About 44 percent of local educational agencies surveyed in 2016-17 reported that finding and retaining teachers 

in in-demand industries and occupations was a large or very large barrier to offering CTE programs. See Gray, L., 

and Lewis, L. (2018), Career and Technical Education Programs in Public School Districts: 2016–17: First Look (NCES 

2018-028). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved 

from: https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018028. A 2017 survey by Advance CTE of state CTE 

directors found that the greatest shortages of CTE teachers were in the fastest-growing occupations like 

information technology and health. See Advance CTE (2018), CTE Teacher and Faculty Shortages. Retrieved from: 

https://cte.careertech.org/sites/default/files/Teacher_Shortage_Fact_Sheet_2018.pdf. 5 Goldhaber, D. & Gratz, T. (2021), School District Staffing Challenges in a Rapidly Recovering

Economy, CEDR Flash Brief No. 11082021-1. University of Washington, Seattle, WA. Retrieved from: 

https://eric.ed.gov/?id=ED622160; Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016), A coming crisis 

in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute. Retrieved 

from: https://eric.ed.gov/?id=ED606665; and Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P. 

M., & Burns, D. (2020), Inequitable opportunity to learn: Student access to certified and experienced teachers. Palo 

Alto, CA: Learning Policy Institute. Retrieved from: https://learningpolicyinstitute.org/product/crdc-teacheraccess-report 6 2017-18 is the most recent school year for which data on the characteristics of public school teachers are 

available. See U.S. Department of Education, Institute of Education Sciences, National Center for Education 
19

Statistics (2022), “Characteristics of Public School Teachers.” Condition of Education. Retrieved from: 

https://nces.ed.gov/programs/coe/indicator/clr. 2020-21 is the most recent school year for which data on the 

characteristics of public school students are available. See U.S. Department of Education, Institute of Education 

Sciences, National Center for Education Statistics (2022), “Racial/Ethnic Enrollment in Public Schools.” Condition of 

Education. Retrieved from: https://nces.ed.gov/programs/coe/indicator/cge. 7 Gershenson, S., Hansen, M. and Lindsay, C.A. (2021), Teacher Diversity and Student Success: Why Racial 

Representation Matters in the Classroom. Harvard University Press. Retrieved from: https://www.hepg.org/hephome/books/teacher-diversity-and-student-success

8 Egalite, A., Kisida, B. and Winters, M.A. (2015), ‘‘Representation in the Classroom: The Effect of Own-race 

Teachers on Student Achievement,’’ Economics of Education Review, 45 (April 2015), 44–52 Retrieved from:

https://www.sciencedirect.com/science/article/pii/S0272775715000084; Grissom, J., Kabourek, S., and Kramer. J. 

(2020), ‘‘Exposure to Same-race or Same-ethnicity Teachers and Advanced Math Course-taking in High School: 

Evidence from a Diverse Urban District,’’ Teachers College Record, 122 (2020), 1–42. Retrieved from:

http://www.tcrecord.org/Content.asp?ContentId=23323; and Lindsay,C. and Hart C., (2017). ‘‘Exposure to Samerace Teachers and Student Disciplinary Outcomes for Black Students in North Carolina,’’ Educational Evaluation 

and Policy Analysis, 39 (2017), 485–510. Retrieved from: 

https://journals.sagepub.com/doi/full/10.3102/0162373717693109. 9 Lindsay, C., Monarrez, T., and Luetmer, G. (2021), The Effects of Teacher Diversity on Hispanic Student 

Achievement in Texas, the Urban Institute. Retrieved from: 

https://www.urban.org/sites/default/files/publication/105325/the-effects-of-teacher-diversity-on-hispanicstudent-achievement-in-texas_0_0.pdf. 10 Patrick, S.K. and Carver-Thomas, D. (2022), Teacher Salaries: A Key Factor in Recruitment and Retention, Learning 

Policy Institute. Retrieved from: https://learningpolicyinstitute.org/blog/teacher-salaries-key-factor-recruitmentand-retention. See also, Allegretto, S. and Mishel, L. (2020), Teacher pay penalty dips but persists in 2019, 

Economic Policy Institute. Retrieved from: https://www.epi.org/publication/teacher-pay-penalty-dips-butpersists-in-2019-public-school-teachers-earn-about-20-less-in-weekly-wages-than-nonteacher-college-graduates/.

11 Perkins V section 211(a). 12 Perkins V section 112(a)(2). 13 Perkins V section 112(a)(3). 14 Perkins V section 112(a)(1). 15 Perkins V sections 112(a)(1) and 112 (c). 16 U.S. Department of Education, Office of Career, Technical, and Adult Education (2022), Perkins Collaborative 

Resource Network, State Profiles National Summary. Retrieved from: https://cte.ed.gov/profiles/nationalsummary

17 Perkins V section 134(c). 18 Perkins V section 135(a). 19 Perkins V section 135(b). 20 Perkins V defines “specialized instructional personnel” using the definition from section 8101(47)(A) of the 

Elementary and Secondary Education Act of 1965. The term includes “school counselors, school social workers, 

and school psychologists” and “other qualified professional personnel, such as school nurses, speech language 

pathologists, and school librarians, involved in providing assessment, diagnosis, counseling, educational,

therapeutic, and other necessary services (including related services as that term is defined in section 602 of the 

Individuals with Disabilities Education Act (20 U.S.C. 1401)) as part of a comprehensive program to meet student 

needs.”

21 Perkins V section 112(a)(2). 22 Perkins V section 211(a). 23 Perkins V section 124(a)(1)(C).
20

24 Espinoza, D., Saunders, R. et al. (2018), Taking the long view: State efforts to solve teacher shortages by 

strengthening the profession, Learning Policy institute. Retrieved from: 

https://learningpolicyinstitute.org/product/long-view-report. 25 Perkins V section 124(a)(1)(C). 26 Podolsky, A. & Kini, T. (2016), How Effective Are Loan Forgiveness and Service Scholarships for Recruiting 

Teachers?, Learning Policy Institute. Retrieved from: https://learningpolicyinstitute.org/product/how-effectiveare-loan-forgiveness-and-service-scholarships-recruiting-teachers. 27 Carver-Thomas, D. (2018), Diversifying the teaching profession: How to recruit and retain teachers of color, 

Learning Policy Institute. Retrieved from: https://learningpolicyinstitute.org/product/diversifying-teachingprofession-report. 28 Perkins V section 124 (b)(5(C). 29 Advance CTE (2018), CTE on the Frontier: Strengthening the Rural CTE Teacher Pipeline. Retrieved from: 

https://careertech.org/resource/cte-frontier-strengthening-rural-teacher-pipeline. 30 Perkins V section 124(a)(1)(C). 31 Ingersoll, R., & Smith, T. M. (2004), Do Teacher Induction and Mentoring Matter? Retrieved from 

https://repository.upenn.edu/gse_pubs/134. 32 Perkins V sections 124(a)(1)(C) and (b)(5)(C). 33 Perkins V section 135(b)(5)(G). 34 Perkins V section 135(b)(2). 35 Perkins V (section 135(b)(2)(E). 36 Perkins V section 135(b)(2)(F). 37 Perkins V section 135(b)(2)(G). 38 Perkins V section 3(4)(B)(iv). 39 Perkins V section 135(b)(3). 40 University of Wyoming (2019), “UW Restarts Career Technical Teacher Education Program” (May 16, 2019, press 

release). Retrieved from: https://www.uwyo.edu/uw/news/2019/05/uw-restarts-career-technical-teachereducation-program.html. See also University of Wyoming (n.d.), “Secondary Career & Technical Education, B.A.S.” 

and University of Wyoming (n.d.), “Major in Career and Technical Education.” Retrieved, respectively, from 

https://acalogcatalog.uwyo.edu/preview_program.php?catoid=9&poid=10527 and 

http://www.uwyo.edu/transfer/articulation/agreements/career-technical-education.html. 41 Perkins V section 135(b)(5)(C). 42 Perkins V section 211(a) 43 Perkins V section 135(b)(5)(G). 44 Perkins V section 135(b)(2). 45 Perkins V section 211(a). 46 The Perkins V definition of “career and technical education” requires that CTE prepare individuals for “further 

education and careers in current or emerging professions, which may include high-skill, high-wage, or in-demand 

industry sectors or occupations” (see section 3(5)(A)(i)). 47 Perkins V defines “recognized postsecondary credential” using the definition from section 3(52) of the 

Workforce Innovation and Opportunity Act, which is “a credential consisting of an industry-recognized certificate 

or certification, a certificate of completion of an apprenticeship, a license recognized by the State involved or 

Federal Government, or an associate or baccalaureate degree.” (Perkins V section 3(43)). 48 Perkins V section 124(b)(1). 49 Perkins V section 124(b)(20). 50 Perkins V section 124(b)(7)(A)(ii). 51 Delaware Pathways (2022), “K-12 Teacher Pathway.” Retrieved from: 

https://delawarepathways.org/pathways/k-12-teacher-academy/. 52 Other terms sometimes used to describe this type of program include concurrent enrollment, dual credit, high 

school in college, early college high school, and middle college. See Higher Learning Commission (2013), Dual 
21

Credit in U.S. Higher Education. Retrieved from: 

https://download.hlcommission.org/DualCreditinUSHigherEd_2013_INF.pdf. 53 What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education (2017), Dual 

Enrollment Programs: WWC Intervention Report. Retrieved from: 

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_dual_enrollment_022817.pdf. 54 Perkins V section 124(b)(23). 55 Louisiana Administrative Code (2022), Part CXXV. Bulletin 121―Students Teaching and Reaching (STAR) Content 

Standards Curriculum Framework. Retrieved from: https://www.doa.la.gov/media/g5jeyexg/28v125.pdf 56 Perkins V section 124(b)(24). 57 Kemple, J., & Willner, C. (2008), Career academies: Long-term impacts on labor market outcomes, educational 

attainment, and transitions to adulthood. MDRC. Retrieved from: https://www.mdrc.org/publication/careeracademies-long-term-impacts-work-education-and-transitions-adulthood. 58 Perkins V section 124(b)(18). Perkins V section 3(55) defines “work-based learning” as “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.”

59 Perkins V section 124(b)(17). 60 Perkins V identifies nine groups of individuals as “special populations”: (1) individuals with disabilities; (2) 

individuals from economically disadvantaged families, including low-income youth and adults; (3) individuals 

preparing for non-traditional fields; (4) single parents, including single pregnant women; (5) out-of-workforce 

individuals; (6) English learners; (7) homeless individuals; (8) youth who are in, or have aged out of, the foster care 

system; and (9) youth with a parent who is a member of the armed forces on active duty (section 3(48)). 61 National Center for Education Statistics. (2022). Characteristics of Public School Teachers. Condition of 

Education. U.S. Department of Education, Institute of Education Sciences. Retrieved from 

https://nces.ed.gov/programs/coe/indicator/clr. 62 Perkins V section 124(a)(1)(A). 63 Perkins V section 124(b)(14). 64 Perkins V sections 3(5) and 124(b)(25). 65 Perkins V section 124(b)(3). 66 Perkins V section 112(a)(1). 67 Perkins V section 112(c). 68 Perkins V section 135(a). 69 Perkins V section 135(b)(5). Articulation agreements that facilitate credit transfer may improve the college’s 

performance on the postsecondary performance indicator described in section 113(b)(2)(B)(i).

70 Perkins V section 135(b)(5)(S). 71 Perkins V section 135(b)(1)(E). 72 Perkins V section 135(b)(5)(E). 73 Perkins V section 135(b)(5)(O). 74 Leeward Community College (n.d.), “Teacher Education Programs.” Retrieved from: 

http://teach.leeward.hawaii.edu/. See also Partnership for the Future of Learning (2021), Building a Strong and 

Diverse Teaching Profession: Teaching Profession Playbook. Retrieved from: 

https://futureforlearning.org/2021/05/03/teaching-playbook/. 75 U.S. Department of Labor (2022), How Can Registered Apprenticeship Address Teacher Workforce Challenges and 

Shortages? Retrieved from: https://www.apprenticeship.gov/educators. 76 See Office of Career, Technical, and Adult Education Program Memorandum 23-1. 77 Perkins V section 135(a). 78 Perkins V section 135(a). 79 Pathways2Teaching® (2022). Retrieved from: https://www.pathways2teaching.com/about.html 80 Colorado Community College System (2021), “Secondary Pathways.” Retrieved from: 

http://coloradostateplan.com/family-and-consumer-sciences/.
22

81 Perkins V section 135(b)(1)(E). 82 Perkins V section 135(b)(5)(S). 83 Perkins V section 135(b)(5)(E). 84 Perkins V section 135(b)(5)(O). 85 Perkins V section 135(b)(5)(S). 86 Coffee, H., Putman, S.M., et al. (2019), “Growing Them Early: Recruiting and Preparing Future Urban Teachers 

Through an Early College Collaboration Between a College of Education and an Urban School District,” Teacher 

Education Quarterly, Winter 2019. Retrieved from: https://eric.ed.gov/?id=EJ1202462. 87 Perkins V section 3(5). 88 Perkins V section 134(b)(1) 89 Perkins V section 135(b). 90 Perkins V section 211(a). 91 Perkins V section 135(a). 92 Perkins V section 3(5). 93 Perkins V section 124(b)(1). 94 Perkins V section 112(c). 95 “Accelerated learning programs” are described in section 4104(b)(3)(A)(i)(IV) of the Elementary and Secondary 

Education Act of 1965 as “postsecondary level courses accepted for credit at institutions of higher education,

including dual or concurrent enrollment programs, and early college high schools” or “postsecondary level 

instruction and examinations that are accepted for credit at institutions of higher education, including Advanced

Placement and International Baccalaureate programs.”

96 Perkins V section 135(b)(5)(C). 97 Perkins V section 124(b)(23). 98 Perkins V section 135(b)(5)(E). 99 Perkins V section 124(b)(18). 100 Perkins V section 135(b)(5)(F). 101 Perkins V section 135(b)(5)(S). Perkins V identifies nine groups of individuals as “special populations”: (1) 

individuals with disabilities; (2) individuals from economically disadvantaged families, including low-income youth 

and adults; (3) individuals preparing for non-traditional fields; (4) single parents, including single pregnant women; 

(5) out-of-workforce individuals; (6) English learners; (7) homeless individuals; (8) youth who are in, or have aged 

out of, the foster care system; and (9) youth with a parent who is a member of the armed forces on active duty 

(section 3(48)).

102 Perkins V section 124(b)(1). 103 Perkins V section 135(b)(1). 104 Perkins V section 135(b)(1)(E). 105 Perkins V sections 112(a)(2)(C) and 112(a)(2)B), respectively. 106 Perkins V section 124(b)(6). 107 Perkins V section 124(a)(1)(C). 108 Perkins V section 124(b)(6). 109 Perkins V section 135(5)(F). 110 Perkins V section 135(b)(2). 111 Perkins V section 124(b)(5). 112 Perkins V section 3(40). 113 Perkins V section 124(b)(5). 114 Perkins V section 135(b)(2). 115 Perkins V section 3(40). 116 Perkins V section 3(40). 117 Perkins V section 124(b)(5)(A) and section 135(b)(2)(A).