Overview
The Strengthening Career and Technical Education for the 21st Century Act, Perkins V, supports the expansion of Career and Technical Education (CTE). It challenges students with rigorous academic and CTE instruction, a method that prepares students for high-skill, living-wage or in-demand and emerging professions.
Perkins incorporates national research and information to continuously improve CTE programs and activities while providing services such as professional development for educators at the State and local levels. This full-circle framework also advocates for strong partnerships between secondary schools, postsecondary institutions, and the local workforce.
New Mexico’s Perkins V administration uses a CTE Regional Association organizational structure, which encourages the formation of award-sharing consortia within associations. This model supports effective and meaningful collaboration between secondary, postsecondary, and employer partners.
- New Mexico Perkins V State Plan and Revised State Determined Performance Levels 2024-2028
- Approved Programs of Study 2024-2025
- Consolidated Career Technical Education (CTE) Program Policies and Procedures
- Applications, Forms, and Resources
Funding
Funding is established through a workforce-aligned association including districts, state-authorized charter schools, and higher education institutions (Local Educational Agencies or LEAs). Each regional association is responsible for assembling community stakeholders and industry partners to develop a cohesive regional plan. New Mexico’s program of study (POS) framework sets the parameters for and directs LEAs on implementation within the POS with fully integrated academic standards. Both academic achievement and technical skill attainment are essential elements for adopted programs of study.
Approval
In partnership with the Department of Workforce Solutions (DWS) and the Economic Development Department (EDD), the NMPED College and Career Readiness Bureau will assist in the organization and development of these associations and successful programs of study (POS). Different from previous years, supported programs of study will be approved and identified by a comprehensive needs assessment at the local level.
New Mexico intends to support the development of employability skills through the program of study approval process. To support that goal, programs of study will be encouraged to incorporate relevant curricula, work-based learning, and career and technical student organization leadership development whenever practical.
Programs of Study
The College and Career Readiness Bureau (CCRB) has formally adopted several Career Technical Education (CTE) programs of study. Below is a list of the Approved Programs of Study in the 14 Career Clusters. These programs help schools strengthen career technical education statewide. We encourage you to use them in your comprehensive career technical education curriculum.
- Approved Programs of Study
- NMPED Adoption of 7-12 Career Technical Education Instructional Materials
Career & Technical Education Standards
NMAC 6.29.3 sets the standards for all Career and Technical Education courses and programs. These standards require that all districts, charter schools, eligible state educational institutions, and eligible state postsecondary institutions meet challenging academic and technical standards, culminating at the end of a program. The NM CTE standards are structured accordingly:
- Content Standards (span all Career Clusters)
- Cluster Standards (for all programs in one of the 16 Career Clusters)
- Pathway Standards (particular to the CTE program)
- Career Ready Practices (span all Career Clusters)
Comprehensive Local Needs Assessment (CLNA)
According to Perkins V law, communities that receive federal CTE funding are required to hold a Comprehensive Local Needs Assessment (CLNA) every two years. The purpose of this assessment is to build educational and workforce-integrated systems and reinforce High Quality Career and Technical Education (CTE) so New Mexico students are prepared for lifelong career success. Essentially, NMPED wants to improve CTE programs by strengthening federal funding applications of Local Education Agencies (LEA) while cultivating the relationship between schools and industry.
Redistribution of Unused Funds
At the end of each fiscal year, Perkins Basic sub-grantees revert the unspent amount of their award back to PED. Redistribution of Unused Funds will be administered in the following manner.
Reverted funds, not to exceed 15% of the Basic Grant, shall be distributed as Redistribution Reserve.
- Eligible entities may apply for a competitive redistribution award. The exact design of the Reserve competition may change from year to your, and will foster innovation by:
- enhancing the quality of CTE programs offered;
- increasing participation in CTE programs, especially from students in special populations; or,
- promoting the development, implementation and adoption of a new program of study that is aligned to high-skill, high-wage, or in-demand occupations and the CLNA priorities established biennially.
If the reverted amount exceeds 15% of the Basic Grant, Redistribution Formula grants will be offered to all initial awardees.
- Subgrantees who received a Perkins Basic award in the fiscal year for which redistribution is being calculated will be eligible to receive a formula redistribution award and:
- will be informed of estimated amounts; and,
- must decide to participate.
An application will be required for both Redistribution Reserve and Redistribution Formula awards.
Redistribution will be announced in early spring of the next fiscal year.
Annual Performance Report
APR reporting includes information on:
- Program Accomplishments
- Student Earned Industry Certifications
- Supply Assets in Excess of $5k
- Equipment Valued Over $5k
- Advisory Committee Membership
- Career & Technical Student Organization (CTSO) Membership
The APR reporting timeline will allow the grant manager to consider the report as they develop an annual CTE budget and especially the two-year program cycle for CTE. This allows annual budgets to be directed towards activities intended to improve performance deficits identified in the report.
Please contact any member of the CCRB with any questions or concerns (click here).
