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Morrill Act
Congress donated federal land so every state can create colleges in “agriculture and the mechanic arts.” This established the first national commitment to practical, workforce oriented higher education and laid the groundwork for later CTE policy. -
Smith-Hughes National Vocational Act
The first dedicated federal funding stream for secondary vocational education. This supported agriculture, trades and industry, and homemaking programs, and created a state/federal partnership that still supports CTE today. -
George-Barden Act
Post WWII legislation that more than doubled vocational funds and expanded coverage to activities like FFA. It signaled broader federal commitment to skill development beyond the war effort. -
National Defense Education Act (NDEA)
NDEA injected major resources into science, math, and technical teacher training linking national security concerns to strengthened technical and career education programs. One primary focus was to increase the number of domestic mathematicians in the United States -
Vocational Education Act
Shifted funding formulas to population counts and opened programs “to persons of all ages in all communities.” Also added support for disadvantaged and disabled learners, shifting focus toward equity. -
Perkins Act
This act, named after Kentucky Congressman Carl D. Perkins, replaced the Vocational Education Act. It began moving programs from job specific training towards integrated academic/technical preparation. Additionally, it focused on equitable access to vocational education for underserved populations such as those with disabilities, who are disadvantaged, or have limited English proficiency. -
Perkins II Act
This revision to the Perkins Act maintained its previous focus, while also integrating academic and vocational education. The revision also brought articulation between secondary and post-secondary educational institutions, leading into the programs of study that we have now. -
School-to-Work Opportunities Act
Encouraged state and local industry partnerships to blend classroom learning with work based experiences, with the goal of creating a more seamless transition between school and the workplace. This was funded by local businesses and Congress, but federal funding ended in 2001 -
Perkins IV Act
This act re-authorized the continued use of the Perkins Act, and also saw the official designation of "career and technical education" instead of "vocational education." This act also established requirements for "programs of study." -
Perkins V Act
This reauthorization of the Perkins Act showed the Federal Government's continued commitment and support to CTE programs. The main updates made to this act were to prioritize stakeholder engagement in CTE programs and encourage data drive decision making based on local needs.