Carl D. Perkins Career and Technical Education Act

The Carl D. Perkins Career and Technical Education Act (Perkins V, most recently reauthorized in 2018) is the federal government's primary investment in career and technical education — the programs that prepare students for careers in skilled trades, healthcare, information technology, agriculture, business, and other in-demand fields. For the complementary workforce training system for adults, see WIOA workforce development. Perkins provides formula grants to states of approximately $1.3 billion per year, which states then distribute to secondary schools (high schools) and postsecondary institutions (community colleges and technical schools) to fund CTE programs, equipment, faculty, and support services. Unlike many federal education programs that focus exclusively on academic achievement, Perkins explicitly links education to labor market outcomes — measuring whether graduates get jobs in fields related to their training, continue education, and earn industry-recognized credentials. Perkins is the statutory backbone of vocational and technical education in America, from welding programs in rural high schools to healthcare technology tracks at community colleges.

Current Law (2026)

Legal Authority

• 20 U.S.C. § 2321 — State allotments: the Secretary reserves 0.13% for outlying areas and 1.5% for Native American programs before distributing the remainder to states via formula; state allotments are based on relative share of school-age and adult populations aged 15–65 who are below the federal poverty line; no state may receive less than 0.5% of the total appropriation or $250,000, whichever is greater
• 20 U.S.C. § 2322 — Within-state allocation: each state must make not less than 85% of its allotment available to eligible local recipients (schools and postsecondary institutions); the state retains up to 15% for state leadership activities; of the 85% for locals, the split between secondary and postsecondary institutions is determined by the state within the minimum requirements
• 20 U.S.C. § 2323 — Accountability: Perkins V requires states to establish comprehensive accountability systems measuring the performance of CTE students across multiple indicators; core indicators include graduation rates, transition to postsecondary education or advanced training, employment placement in a related field, earnings above a state-determined threshold, and attainment of recognized industry credentials or licensure; states negotiate performance targets with the Secretary
• 20 U.S.C. § 2324 — National activities: the Secretary uses reserved funds for national activities including data collection on CTE outcomes, research and evaluation, and support for national programs; the Secretary must publish annual reports on CTE performance
• 20 U.S.C. § 2341 — State administration: state educational agencies are responsible for developing and implementing state plans, distributing funds to local recipients, evaluating programs, and reporting performance data to the Department of Education; states may designate community and technical college systems as eligible agencies for postsecondary CTE
• 20 U.S.C. § 2342 — State plan: states must submit 4-year plans to the Secretary describing how they will use Perkins funds, their CTE program quality standards, their performance targets, their strategies for serving special populations (including students with disabilities, English learners, migrant workers, and economically disadvantaged students), and how they will align CTE programs with state workforce development needs
• 20 U.S.C. § 2343 — Improvement plans: states failing to meet at least 90% of their agreed performance targets in any indicator must submit improvement plans outlining corrective actions; repeated failure can lead to technical assistance and other interventions
• 20 U.S.C. § 2344 — State leadership: states must use at least a portion of their reserved funds for leadership activities, including developing models for identifying and supporting students with disabilities in CTE, supporting professional development, and improving CTE program alignment with industry standards

What Perkins Funds at the Local Level

At secondary schools (high schools), Perkins funds typically support:

• Equipment and technology: welding equipment, medical simulation labs, automotive technology tools, computer programming labs, culinary facilities, and other specialty equipment that makes CTE programs possible
• Program development: curriculum aligned with industry standards, including development of "programs of study" (coherent sequences from high school through postsecondary)
• Work-based learning: internships, apprenticeships, job shadowing, and industry partnerships that give students real-world experience
• Credentials: preparation and testing fees for industry-recognized credentials and licensure exams (EPA 608 certification, CompTIA A+, CPR/first aid, ServSafe, etc.)
• Support services: advising, career counseling, and support for students with disabilities or other barriers

At postsecondary institutions (community colleges and technical schools), Perkins funds typically support:

• Equipment and facilities for technical programs
• Faculty professional development to stay current with industry practices
• Articulation agreements with secondary schools (allowing high school CTE students to earn college credit)
• Student support services for nontraditional students
• Program quality improvements and industry advisory board engagement

The Programs of Study Framework

Perkins V emphasizes programs of study — coherent, multi-year sequences of coursework beginning in high school and continuing through postsecondary education that prepare students for careers in specific sectors. A strong program of study:

• Starts with foundational coursework in high school
• Allows students to earn college credit in high school (dual enrollment)
• Continues at a community college or technical school
• Leads to an industry-recognized credential, associate degree, or bachelor's degree
• Aligns with regional labor market needs

This framework rejects the old model of standalone vocational classes and replaces it with structured career pathways connected to real jobs.

Special Populations

Perkins V explicitly requires states and local recipients to address the needs of special populations in CTE programs:

• Individuals with disabilities
• Individuals from economically disadvantaged families
• Individuals preparing for nontraditional fields (women in trades, men in healthcare)
• Individuals in foster care or who are homeless, pregnant, or parenting
• Individuals with limited English proficiency
• Individuals in or returning from correctional institutions

States must disaggregate performance data by special population to identify and close gaps.

How It Affects You

If you are a high school student or parent: Perkins is the federal law that funds your school's healthcare pathway, welding lab, coding program, or culinary arts track. Most students don't know these programs exist or what they lead to. Ask your school counselor specifically: "What CTE programs of study does this school offer, and which ones lead to industry credentials before graduation?" The answer matters financially — certifications like CompTIA A+ (IT support, ~$50K starting salary), CPR/first aid and CNA credentials (healthcare entry point), EPA 608 certification (HVAC, ~$55K average), or a ServSafe manager credential (food service management) can be earned before senior year at no cost to you. Dual enrollment courses taken through a Perkins-funded program often count for college credit — ask your counselor whether the community college articulation agreement is in place, which can save $1,000–$5,000 on your first year of college costs. If your school doesn't offer the CTE pathway you want, check the nearest neighboring district or the regional vocational school — Perkins funds flow to those separately.

If you're an adult considering community college for career change or reentry: Perkins-funded programs at community colleges and technical schools offer some of the strongest return on investment in American education. Specifically: medical assistant programs typically run 9–12 months for about $5,000–$10,000 in tuition, lead to the CMA (Certified Medical Assistant) credential, and place graduates in roles paying $35,000–$45,000 annually. HVAC technician programs (12–18 months, $5,000–$15,000) lead to EPA 608 certification and entry-level jobs at $45,000–$60,000. Welding programs (6–12 months) with AWS (American Welding Society) certification can lead to $50,000–$80,000+ for experienced welders. These programs often have financial aid and workforce grant funding beyond Perkins itself — ask the college's financial aid office specifically about workforce-related grants and your state's scholarship programs for in-demand fields (many states have separate funding for healthcare and trades programs).

If you work in regional economic development or workforce policy: Perkins provides roughly $1.3–1.4 billion per year nationally in formula grants to states, which states pass to local secondary and postsecondary institutions. This is the largest single federal investment in skilled workforce pipeline development below the baccalaureate level. CTE programs aligned with regional employer demand — manufacturing programs co-designed with local employers, healthcare programs tied to hospital hiring pipelines — are measurably more effective. The Perkins accountability metrics (§ 2323) require states to track employment in a related field and earnings above a threshold, which gives economic developers leverage to argue for better labor market alignment in program design. Your regional workforce development board and state CTE office (administered through your state's Department of Education) are the right contacts — find your state's CTE director through the Association for Career and Technical Education (acteonline.org) or your state's education department website.

If you are in K-12 or higher education administration: State CTE directors manage Perkins fund distribution, and local applications must align with the state's 4-year plan and approved CTE program areas. Your state's plan is publicly available at the U.S. Department of Education's OCTAE website (ed.gov/about/offices/list/ovae). Performance targets negotiated under § 2323 directly affect your funding — if your programs fall below 90% of agreed performance targets on employment, credential attainment, or completion metrics, your institution must submit an improvement plan. Track these metrics before they become a compliance issue. The state leadership reserve (up to 15% of state allotment) is also available for competitive awards for professional development, new program development, and work-based learning infrastructure — worth monitoring in your state's annual CTE budget announcements.

State Variations

Perkins is a formula grant, but states have significant discretion in how funds are distributed within the state and what performance standards apply. Some states invest heavily in CTE at the state level (many states have separate state CTE funds that dwarf Perkins); others rely heavily on federal Perkins funds. The split between secondary and postsecondary CTE funding varies by state. State-approved program areas (which CTE programs qualify for Perkins support) also vary.

Pending Legislation

No major structural reauthorization pending as of April 2026. Perkins V was reauthorized in 2018 and the current authorization runs for multiple years. Advocacy groups have pushed for increased Perkins appropriations, noting that the $1.3 billion annual funding has not kept pace with inflation or the growing recognition of workforce development as an economic priority.

Recent Developments

The emphasis on credentials and industry certifications has grown significantly under Perkins V. The requirement to count credential attainment as a performance indicator has pushed states and schools to more rigorously track which students earn industry certifications. The COVID-19 pandemic disrupted many CTE programs that require in-person, hands-on learning; post-COVID there has been substantial investment in equipment and program rebuilding. The bipartisan focus on workforce development and "good jobs" that don't require four-year degrees has increased political attention to Perkins-funded CTE as a key piece of the workforce solution.