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Combined academic science and work to improve understanding of the interrelationships between the sciences and agriculture and mechanics.
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Established following the model of the Mechanics' Institute in England, an organization of mechanics whose purposes were in part educational. Other such institutes followed in other American cities.
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Established by Josiah Holbrook at Millbury, Mass., to provide for vocational needs as well as educational and cultural needs, for a well-rounded populace.
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Led by Theodore Weld. Advocated for manual labor as part of school work.
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Committee finds that expenses were reduced when students worked, that exercise contributed to better health, and manual labor did not detract from progress in classical studies
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Established by Massachusetts in Lexington
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Emphasized the need to include in girls' school work some preparation for matrimony. Text set the pattern for homemaking education.
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Established land-grant colleges to promote agricultural and industrial education in every state.
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Organized to provide skilled labor for reconstruction after the Civil War and a liberal education so that former slaves might improve their status.
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Established the legal right of the school board to levy taxes for public high schools for practical studies and college-prep alike.
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Earliest practical application of manual training concepts for secondary school students.
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School established by Booker T. Washington. Later became Tuskegee Institute and Tuskegee University.
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First school to offer specific trade training with supplementary studies related to each trade, a hybrid of apprenticeship and traditional schooling.
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Established Agricultural Experiment Stations and funded applied research in agriculture to address farmers' problems
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Originally developed in Scandinavia to instill a love for work, to develop self-reliance, and to cultivate dexterity. Students prepared items that could be used at home and become the basis for a home industry.
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Provided educational opportunity for African American students
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Landmark report commissioned by Massachusetts Gov. Wm. Douglas advocating for industrial education in the public schools.
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A group formed in New York City in recognition of the need for industrial education in the U.S. and to advocate for it.
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Established the Cooperative Extension Service to disseminate information developed at land-grant universities. Nationalized 4-H clubs through Cooperative Extension to connect public education and rural life through hands-on learning.
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Provided the first federal money for vocational education in public high schools, for programs in agriculture, home economics, and industrial education.
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Authorized additional appropriations, with increases for agriculture and home economics but not trades and industry.
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Proposed to cut Smith-Hughes funding by 10% per year until zero. Great debate ensued (cut to save now or keep spending to maintain capability) and in the end funding was retained.
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A second supplement, to replace the George-Reed Act. Included increased funding in all vocational fields authorized by the Smith-Hughes Act, which allowed enrollments to increase.
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Authorized vocational education programs without term limitations. Added marketing programs to vocational education and funded teacher training.
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Multiple avenues to improve the nation's defense capacity in the build-up to WWII.
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From a proposal from the Office of Education through Congress and the President to start-up of schools in only 34 days. Also known as Vocational Training for War Production Workers.
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Substantial increases in funding from the George-Deen Act. Promoted as essential for post-war reconversion.
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Authorized new permanent federal assistance for vocational education. Programs required for high schools, for those out of high school, for unemployed or underemployed persons, and those with academic or socioeconomic handicaps. Funding provided for construction of vocational schools.
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Report produced by a White House panel concludes that vocational education is needed as an investment in our economy, for our future prosperity and happiness, and our position in world markets.
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Provided greater flexibility in programs, to increase the reach of vocational education. Added national and state advisory councils to provide quality control on vocational education programs.
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Provided basic state grants for vocational education support, work-study and cooperative education, and for disadvantaged and disabled students. Also added the National Assessment of Vocational Education to provide accountability.
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Report of a White House panel pushes an academic education for all Americans and makes no recommendations on vocational education except regarding computer science.
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Focused on modernization and program improvements. Provided for access to programs for special populations.
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Established block grants to fund vocational programs and shifted decision-making authority to the local level.
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Provided funding to integrate school-based learning with the workplace with work-based learning (paid work experience and workplace mentoring), school-based learning, and connecting activities. Funded for seven years and then no longer.
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Provided funding for CTE programs but eliminated continuing appropriations from Smith-Hughes. Focus on improving achievement and preparing students for life after secondary school.
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Commission on the Future of Higher Education formed to look at higher ed's performance in preparing workers for the 21st century and secondarily at how secondary schools are preparing students for higher ed. Commission concludes, among other things, that high schools aren't doing what they ought and that is largely due to lack of communication between high schools and higher ed.
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Authorized funding for six years. Increased focus on academic achievement in CTE, connections between secondary and post-secondary education, and local accountability. Changed "Vocational Education" to "Career and Technical Education."
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Congress continues funding CTE through annual appropriations.
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Reauthorization of the Perkins Act is pending in Congress.