Office for Career/Vocational Technical Education
Q & A on the 20% Secondary Postsecondary Linkages Set-aside in the Perkins Postsecondary Allocation Grant
Can you define secondary-postsecondary linkage activities and services?
Secondary-postsecondary linkage activities and services are activities and services that are planned and carried out by community colleges in partnership with secondary schools to support students' seamless and successful completion of career and technical education programs of study that began in grades 9-12 and result in a postsecondary credential awarded in grades 13-16.
Where are "linkages" referenced in the Perkins Act?
In SEC. 2. Purpose:
"The purpose of this Act is to develop more fully the academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs, by […] (2) promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students
In SEC 122: State Plan
(c) (1) (F) The state plans shall describe "the criteria that will be used by the eligible agency to approve eligible recipients for funds under this Act, include criteria to assess […] (K) how funds will be used effectively to link academic and career and technical education at the secondary level and at the postsecondary level in a manner that increases student academic and career and technical achievement
In SEC. 135: Requirements for Uses of Funds. -Funds made available to eligible recipients under this part shall be used to support career and technical education programs that (2) link career and technical education at the secondary level and career and technical education at the postsecondary level.
What is the primary goal of secondary-postsecondary linkages?
The primary goal is to support students' seamless and successful completion of their career and technical education program of study that began in grades 9-12 resulting in a postsecondary education credential. (e.g., a HS student who completed a graphic design program earns an AS degree in graphic design at a MA community college or a BS in graphic design at a 4 year institution.)
What is the secondary goal of secondary-postsecondary linkages?
The secondary goal is to support students' successful completion of a postsecondary career and technical education (CTE) program of study within the same career cluster or a career cluster related to their secondary CTE program of study. (e.g., a secondary student who completed an auto technology program earns an AS degree in pre-engineering at a MA community college or a BS in engineering at a 4 year institution.)
What are the objectives of supporting secondary-postsecondary linkages?
To increase the number of secondary CTE students who enroll at the college; especially in the same field/major that they studied in secondary education.
To increase the number of secondary CTE students who enroll at the college with postsecondary education credits on their transcripts.
To decrease the number of secondary CTE students who enroll at the college in remedial mathematics, writing, or reading courses.
To increase the number of secondary CTE students at the college who successfully complete remedial courses and transition into college level coursework.
To increase the number of secondary CTE students who successfully complete their first-year program of study and persist onto the second year.
What are some examples of secondary-postsecondary linkage activities and services that would support these objectives?
- dual enrollment and articulated courses for non duplication of coursework
- early assessment of college readiness (i.e., early Accuplacer) with follow up interventions
- assistance with education/career planning informed by Program of Study Grids
- coordinated professional development in curriculum mapping and alignment
- coordinated transition programs that include activities such as:
- Exploratory of career and technical education programs the colleges
- Financial aid literacy seminars for secondary students enrolled in CTE
- Pre-advising & registration services tailored to support students' enrollment in and completion of CTE programs
Can funds be used to support linkage activities between the college and school districts that are not eligible recipients of Perkins funds?
No, funds must be used ONLY to support students enrolled in CVTE programs at high schools that are eligible recipient of Perkins funds or that have Chapter 74 vocational technical education programs.
Can we use the 20% set aside to maintain our SPS Linkage Consortium (Tech-prep)?
While each college is encouraged to maintain relationships with member school districts within its consortium and also maintain the consortium's best practices to support the goals and objectives stated above, the Tech-prep consortia delivery model of linkage activities ends this Wednesday on August 31, 2011. It is important to remember that the college was the lead agency in carrying out each consortium's plan with support from Perkins IV Title 11 funding which has been eliminated.
How would you like us to identify linkage activities in our budgets?
You may do this through a separate summary attachment or by providing sufficient narrative detail in budget note page that will allow the grant reviewer to determine when a proposed expenditure is for linkage activities and that the minimum has been satisfied. (E.g., Units for early Accuplacer testing for CVTE students: average of 3 test units per student per testing session @ $1.75/test X 3 tests X 200 students = $1050.) To facilitate this you may wish to label relevant expenditures linkage activity/service:)
Is the college limited to working only with eligible high schools from our former consortium or within our geographical region?
No. The college should support linkage activities that benefit students enrolled in career/vocational education programs (at eligible high schools) that have articulation agreements with the college or with programs where such agreements are under development.
Will the colleges be asked to continue reporting on all or some of the "tech-prep" performance indicators in the 2011-2012 Perkins Public Two-year College Data Report?
Some but not all. We are currently reviewing relevant data from previous years to determine which data will be the most useful to us all. In doing so it is also our goal to avoid duplication and to eliminate those data elements that have been difficult for the colleges to collect (e.g., the number of secondary CVTE students who went on to earn a bachelors in the normal time).