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Perkins Committee

Chavez, Sharon
Teacher
Cornejo, Jeffrey
Principal
Correa, Mr.
CTE Teacher, Graphic Design and Print Making, Graphic Arts 3 through 8
Daley, Monica
Principal of Instruction
Dank, Serena
Teacher
Dies, Karen
Graphic Design and Printmaking 1-2, 3-4, 5-6 & 7-8
Evans, Veronica
Staff
Harper Jr, Donald
11th grade Financial Planning, Banking & Credit, and Career Math
Hickox, Katie
Teacher
Johnson II, Charles
Teacher
Kelley, Mary Linda
Teacher
Leone, Annetta
Virtual Enterprise Coordinator/Teacher
McGuire, Kenneth
Teacher
Mercado, Gabriella
MBA Lead Teacher; AP World History; Modern World History
Quintana, Ronald
PreCalculus, Algebra I-2, MIT Lead Teacher
Quizon, Tylene
Teacher
Rios, Mr.
Sys Admin
Shipman, Renee (Dean)
Dean
Stone, Robert
Teacher
Sutfin, Mr.
Teacher
Warner, Emily
Teacher
Wiley, Brett
COMPASS Biology & Lead Teacher
Perkins Committee

The Carl D. Perkins Career and Technical Education Improvement Act of 2006 was designed to improve and expand services for students enrolled in career and technical education programs. The Act defines career and technical education programs as organized educational activities that offer a sequence of progressive courses composed of both academic and technical content. These courses are intended to prepare students for further education and careers in current or emerging employment sectors of high-skill, high-wage or high-demand occupations. The courses include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills of students.

 

Millikan has successfully used this funding source to enhance the experience of our kids and to improve the performance on standardized tests. We have documented improvements in mathematics on the CAHSEE exam. We have utilized Perkins funding to develop programs and build connections with the business community. Our district EBA committee is currently composed of advisors who are developing strategies for supporting our programs. We have utilized this in several capacities in our history. 

 

Federal act established to improve career-technical education programs, integrate academic and career-technical instruction, serve special populations, and meet gender equity needs.

 

Why is Vocational-Technical Education Significant?

  • The United States competes in a global economy. The purpose of the Perkins Act is to prepare a workforce with the academic and vocational skills needed to compete successfully in a world market.
  • Vocational-technical education allows students to explore career options and develop the skills they will need both in school and in the workplace.
  • Vocational-technical education's combination of classroom instruction, hands-on-laboratory work, and on-the-job training meets students' different learning styles so that all may learn.
  • Vocational-technical education prepares participants for both postsecondary education and employment.
  • Vocational-technical education prepares individuals for the bulk of America's jobs. In 1996, only about 20% of America's jobs required a four-year college degree. But many jobs required some education beyond high school, often at the community college level.

How is Vocational-Technical Education Changing?

  • Vocational-technical education now incorporates both school-based and work-based learning Business partnerships are key to successful programs
  • For most occupations, postsecondary education is essential
  • Vocational-technical education now encompasses postsecondary institutions up to and including universities
  • Vocational-technical education uses more and higher technology
  • Vocational-technical education uses cyberspace as a resource

Perkins Committee Locker

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