By Christina Fernandes, Grants Development Consultant (Education)
The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was signed into law on July 31, 2018, reauthorizing the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). One of the most significant updates in its reauthorization was the introduction of the comprehensive local needs assessment (CLNA). The local needs assessment must be completed by each eligible recipient of federal Perkins funds, which includes individual school districts, school districts that are part of a consortium, and community colleges. This requirement was put in place to help institutions refine their Career and Technical Education (CTE) offerings and identify areas where targeted improvements can be made to better serve their students and align with local economic needs.The CLNA is the foundation of the local Perkins application for both secondary and post-secondary institutions.
The assessment must be completed or updated every two years and requires a great deal of planning and coordination. The process may seem overwhelming, but by breaking it down into manageable steps, institutions can make their assessment both meaningful and efficient. While CLNA processes differ by state, there are commonalities that are required at the federal level. This article will include tips on those common requirements, such as data collection, stakeholder consultation, and program alignment.
Data Collection and Evaluation
A strong Comprehensive Local Needs Assessment (CLNA) starts with comprehensive data collection. Institutions must analyze multiple data points, including student performance, CTE performance indicators, and labor market trends, to make informed decisions about program development and funding priorities. One way to evaluate student performance under Perkins V is by comparing CTE learners to non-CTE learners. When comparing these two student groups, LEAs will want to look at graduation rates, student academic performance, and post-secondary placement. Additionally, student data should be disaggregated by CTE program area and by subpopulations, including gender, low-income status, English learners, and migrant students. While State Education Agencies often provide much of this information, it is the responsibility of the institution to analyze and interpret the data to identify disparities, funding priorities, and areas for improvement.
Beyond student performance, institutions must also evaluate the size, scope, and quality of their CTE programs to ensure they meet local and regional workforce needs. When conducting this evaluation, institutions should consider the following:
- Size: Review enrollment data to determine which programs attract students and identify any barriers preventing students from enrolling or completing their programs.
- Scope: Ensure programs integrate academic, technical, and employability skills to provide a well-rounded education aligned with industry requirements.
- Quality: Compare program offerings to determine whether some provide stronger skill development opportunities than others.
Taking a structured, data-driven approach to program evaluation will help institutions maintain high-quality, relevant CTE programs that support student success and align with workforce demands.
Stakeholder Consultation
Stakeholder involvement is required and crucial. Meaningful engagement ensures that programs are aligned with workforce needs and community priorities. Institutions must consult a broad and diverse group of stakeholders throughout the entire process—from the initial needs assessment to application development and ongoing implementation. To identify relevant stakeholders, start with those already connected to your programs, such as members of industry advisory boards, sector partnerships, community organizations, and parent-teacher associations. These existing relationships provide a strong foundation for engagement. After identifying those already engaged in your programs, applicants must also involve the following key stakeholders:
- Representatives of secondary and postsecondary CTE programs, including:
- Teachers, instructors, and faculty
- Career guidance and advisory professionals
- Administrators, principals
- Specialized instructional support personnel and paraprofessionals
- Representatives from workforce development councils
- Regional economic development organizations and local business leaders
- Parents and students
- Representatives of special populations
- Representatives from organizations serving out-of-school youth, homeless children and youth, and at-risk youth
- Representatives of Indian Tribes and Tribal organizations, where applicable
Expanding your network can help bring in diverse perspectives and ensure that all groups affected by CTE programs have a voice in shaping their development and implementation.
Analysis and Alignment
To ensure students are prepared for high-demand careers, CTE programs must align with both current and future labor market needs. Since the CLNA serves as the foundation for planning activities in the local application, institutions should take a forward-thinking approach. This involves analyzing state and regional labor boards to identify in-demand industries, collaborating with local businesses to understand workforce skill gaps, and incorporating those skills into CTE programs. Applicants will also want to monitor emerging industry trends to keep programs relevant and ensure their student enrollments are expected to match the projected number of job openings.
Once these industries have been identified, the next step will be to determine which should be prioritized. The six required uses of Perkins V funds should be integrated into this prioritization process to maximize the impact of federal funding. For CTE programs that are no longer aligned to state or regional labor markets, applicants will want to determine if they will discontinue or locally fund the program. A proper justification must be given for phasing out any program.
Conclusion:
Completing the CLNA requires a strategic approach that incorporates data collection, stakeholder engagement, program evaluation, and alignment with industry needs. By focusing on these key areas, institutions can ensure their CTE programs remain relevant, high-quality, and responsive to both student and workforce demands. For institutions without an established data collection or evaluation process, now is the time to start! You can begin by setting clear goals and developing a system for tracking student outcomes, employer needs, and program effectiveness. You can also begin by inviting stakeholders to join your CTE program conversations and collaborate with other education agencies to access relevant data and insights. Through these efforts, institutions can maximize their Perkins V funding to expand student opportunities and strengthen their local workforce.