This evaluation study, which is part of a larger evaluation effort directed by the Policy and Program Studies Service (PPSS), focuses on evaluating how state agencies and local providersare responding to the new legislation and how new provisions contained within the legislation are being implemented.

Information collected from the NACTE study will be incorporated in two reports submitted to Congress: An interim report (due January 1, 2010) and final report (due July 1, 2011), which are mandated in the legislation. These reports are to detail the condition of CTE and the success of state agencies and local programs in improving the quality of CTE services.

To capture state agency staff and local provider input about the Act's implementation, researchers will administer surveys to the state secondary and postsecondary director of CTE in each of the 50 states, the District of Columbia, and other territories and possessions in outlying areas. A second set of surveys will be administered to a nationally representative sample of 1,265 secondary level local education agencies and/or intermediary agencies (i.e., dedicated CTE facilities) and 765 institutions of higher education. To assess the distribution of Federal resources to local programs, researchers will collect 2006-07 and 2009-10 fiscal allocation data from state secondary and postsecondary agencies administering Federal Perkins dollars.

Full background / instructions for the submission of comments

The eleven States must submit their applications within forty-five days.

Due to the lack of availability of PY 2007 performance data under the Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III), the two Departments did not consider states' performance levels under Perkins in determining incentive grants eligibility.)

Developed in collaboration with the Bioscience Community of Practice, the model was developed to show the skills that are essential to a diverse group of industries and activities with a common link - they apply knowledge of the way in which plants, animals, and humans function. This model is designed to evolve along with changing skill requirements.

The study "Technology, Talent and Capital: State Bioscience Initiatives 2008" defines the biosciences as a diverse group of industries and activities with a common link" -- they apply knowledge of the way in which plants, animals, and humans function. The sector spans different markets and includes manufacturing, services, and research activities. By definition, the biosciences are a unique industry cluster and are constantly changing to incorporate the latest research and scientific discoveries.

The Bioscience Community of Practice (COP) is comprised of a group of individuals who share a common interest in the bioscience industry and who interact voluntarily and regularly to exchange information related to workforce and economic development efforts. This group was formed in July 2007 by stakeholders from the bioscience industry, academia, and the workforce development communities.

The Bioscience COP will champion the competency model by creating an awareness of the model, promoting its use, and keeping the model up to date by providing input around changing skill needs. COP members will share resources developed in support of workforce development such as career ladder/lattices, model curriculum, and promising practices on WWW.WORKFORCE3ONE.ORG. Also see:

The Compentency Model Clearinghouse now contains the following models:

This TEGL strongly encourage states to:

• broaden their definition of approved training for Unemployment Insurance (UI) beneficiaries during economic downturns

• notify UI beneficiaries of their potential eligibility for Pell Grants and other student aid,

• Help individuals apply for Pell Grants through One-Stop Career Centers

The President noted in his speech:

... "First, we'll open new doors to higher education and job training programs to recently laid-off workers who are receiving unemployment benefits. And if those displaced workers need help paying for their education, they should get it -- and that's why the next step is to make it easier for them to receive Pell Grants ...

I've asked my Secretary of Education, Arne Duncan, and my Secretary of Labor, Hilda Solis, to work closely with states and our institutions of higher learning and encourage them not only to allow these changes, but to inform all workers receiving unemployment benefits of the training programs and financial support open to them. And together, the Department of Education and the Department of Labor have created a new website called opportunity.gov -- I'll repeat that, opportunity.gov -- to help workers discover and take advantage of these opportunities ..."

"This morning, President Obama announced that the Department of Labor and the Department of Education will work to coordinate efforts to lower the barriers for unemployed workers to pursue education and training, at the same time allowing them to keep their unemployment benefits.

This program would allow unemployed workers receiving unemployment benefits to qualify for federal assistance for education and training. This aid would be significant for many American workers, particularly the Federal Pell Grant program, which can provide up to $5,350 for educational costs at community colleges, colleges and universities, and many trade and technical schools."