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The right to a free public education for children was stressed early in the United States as there was a need to educate future leaders. Apprenticeships were giving way to formal schooling in certain trades. During the first 50 years of the United States, public education was largely limited to boys, although in the early-1800s, girls began to enter schools to prepare for teaching.
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In the early 19th century, the workforce and the public education system started to work together to create a continuous stream of workers for different jobs. Schools specializing in training students to enter a certain area of the workforce started to open their doors, creating the basic framework for career and technical education. The idea started to spread to women’s colleges in the 1840s. The beginning of public high schools is explored to continue to educate citizens.
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The first manual training school, established in St. Louis, Missouri, in 1879, set the foundation for modern career and technical education. The school combined hands-on learning with classroom learning. The article describes the first trade school, which opened in New York in 1881. Near the turn of the 20th century, agricultural education started to thrive with agriculture schools starting to open their doors. Bills passed to support career and technical education are explored.
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Limited level (agriculture) introduced -
The Smith Hughes Act was the first federal vocational legislation. It recognized the disciplines of agricultural education, home economics and industrial education in public high schools. It allotted $7,161,455 to vocational education. The Smith-Hughes Act focused on a segregating a curriculum in Agriculture, Homemaking, Trade and Industrial apart academic studies and all other vocational programs. This allowed student organizations to form such as the FHA and FFA. -
The American Vocational Association was created from the National Society for Vocational Education and the Vocational Education Association of the Middle West -
The first mass acceptance of career and technical education came after World War I and the movement spread in the years that followed. Career and technical education expanded to include adult education and retraining citizens to re-enter the workforce. World War II caused a surge in career and technical education as technical skills were needed for defense purposes.
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The George-Reed Act focused only on agriculture and home economics. It removed home economics from the trade and industrial sections of the Smith Hughes Act. It allotted no funding, and had a five year term limit. It did however authorize annual appropriations. -
First specialized vocational school in Seattle -
The George Deen Act allotted $12 million for agriculture, home economics, and trade and industrial education. It added distributive occupations which are referred to today as marketing programs. Of the $12 million, $1.2 million were allotted to vocational guidance and occupational information. For the first time, it included funding for supervisor travel. It was the beginning of a trend towards making vocational education more flexible. -
Expanded training for national defense occupations.
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The George Barden Act amended the George-Deen Act, and allotted $34 million towards the programs specified in the George-Deen Act. It was even more flexible than the George Deen act, and could be distributed by the state boards of vocational education in four specific fields. -
Vancouver vocational school was taken over and became the center of Clark Junior College. -
State director of vocational education and Superintendent of Public Education have differences and many bills were introduced as a result in support of vocational ed.
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The health Amendments Act of 1956 added Title II to the Vocational Education Act of 1946. It authorized an appropriation not to exceed $5,000,000 for the fiscal year ending June 30, 1957, and for each of the next four fiscal years, for the purpose of extending and improving practical nurse training. P.L. 87-22 extended this appropriation authorization an additional four years, to June 30, 1965, and deleted the phrase requiring extension and improvement. -
The National Defense Education Act was enacted to assist state and local school systems in boosting instruction in science, mathematics and foreign languages, as well as to improve state statistical services. The act was also used for guidance, counseling and testing services, as well as allowing higher education students to receive student loans, and fellowships to be used in studying the effective use of media and television for educational purposes. -
The Area Redevelopment Act was passed to assist in occupational training programs for the unemployed persons, and it appropriated10 million in DOL subsistence payments to unemployed workers that were in jobs training programs to that they could get a new job. These jobs had to in categories within vocational training programs, in order to receive the subsistence payments. -
The Manpower Development and Training Act is considered the first major federal jobs training program, and it focused on providing training in that taught new and improved skills that were useful to unemployed and underemployed persons needed a job. -
Vocational Education was expanded to people of all ages and communities. Funding for states was now based off of student population rather than field of study (including money for academically and financially disadvantaged and disabled students) -
First vocational legislation that officially referenced postsecondary students and extended funding for students from specific populations. -
Consolidated federal job training programs and provided block grants on the state and local levels. It was designed to assist persons that were unemployed, underemployed and considered "economically disadvantaged." This was the first time that job training was delegate to states and localities. This act supported youth summer employment and the job corps programs, as was as both public and private job training. -
Equal opportunities for women and girls were promoted. -
Vocational legislation was renamed -
Amendments embraced accountability as well as secondary and postsecondary alignment, academic integration and business partnerships. -
Linked work based and school based learning, supported by partnerships with industry, it expired in 2001. -
Continued the 1990 act's focus on alignment and integration it created a reserve fund in states and modified state authorization so that 85% of funding would reach local agencies. -
Created new section RCW 28C.04 recognizing career and technical education. -
The U.S. Congress reauthorized legislation known as no child left behind -
State legislature gives Washington CTE $4,943,000 for equipment upgrades. The first funding of CTE equipment in 15 years. -
Legislature struggles with budget cuts.
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Put in place for K-12 which was meant to do no harm to the funds available from the pervious year.
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Legislature proposed reduced funding for CTE materials, supplies and operating costs -
Changed to Perkins V to focus on programs of study and made important updates to afford states and local recipients more flexibility. -
States submitted four year plans including the results of local needs assessments. -
Teaching online, hybrid and everything in between due to the pandemic.