In 2018, the U.S. Congress passed the Strengthening Career and Technical Education for the 21st Century Act, the fifth reauthorization of the Carl D. Perkins Career and Technical Education Act of 2006, commonly referred to as Perkins V. This legislation allocated $1.2 billion in funding for state career and technical education (CTE) programs, which provide essential workforce skills and training for some 12 million students at high schools, community colleges, and technical colleges.
A new research brief from the Joint Center for Political and Economic Studies advocates for the reauthorization of Perkins V in Fiscal Year 2026, outlining how the continuation of this legislation would benefit Black students across the country.
For their report, researchers from the Joint Center conducted a series of interviews with CTE students and staff, governmental agencies, workforce development boards and organizations, training providers, and scholars from academia and national think tanks regarding how Perkins V has impacted Black students’ access and success in CTE programs. While Black students’ representation in CTE programs is on par with national demographics, they are overrepresented in service-related professions, which typically have lower wages. Thus, increasing their participation in CTE programs could significantly improve Black students’ economic mobility and educational advancement.
According to their research, the authors found Perkins V provides states with greater flexibility in the planning and administration of their CTE programs, including how these programs can reach special populations, such as Black students. However, the study participants reported challenges with recruiting and retaining Black CTE instructors. Additionally, the participants revealed consistent issues with quality data collection and reporting for CTE programs, suggesting many states and institutions lack the capacity to collect relevant information to assess student experiences.
Furthermore, the report found a persistent negative narrative regarding career and technical education, with many perceiving CTE programs as pathways for low-income students and students of color who are not ready or able to pursue a college education. Although nearly three-quarters of all CTE students enroll in a postsecondary program within three years of high school completion, Black students are less likely to do so.
Based on these insights, the Joint Center emphasizes the need to reauthorize Perkins V with increased funding. The authors also advocate for efforts to improve CTE teacher recruitment and retention, support the coordination of education and workforce development activities, reinvigorate the narratives about CTE pathways, and improve standards for CTE-related data collection and reporting.
