Mr. Speaker, I yield myself 4 minutes. Mr. Speaker, it obviously gives me great pleasure to be here today and to rise in support of the conference report to the Carl D. Perkins Career and Technical Education Improvement Act of 2006. I want…
Mr. Speaker, I yield myself 4 minutes.
Mr. Speaker, it obviously gives me great pleasure to be here today and to rise in support of the conference report to the Carl D. Perkins Career and Technical Education Improvement Act of 2006. I want to thank the gentleman from California (Mr. McKeon) for his leadership in getting us to this end point, and the majority leader who is no longer head of the committee (Mr. Boehner) for his work, the gentleman and gentlewoman from California both present here right now, Mr. Miller and Ms. Woolsey, for their bipartisan spirit, and our colleagues in the other body. I am blessed to be on a couple of committees where there is bipartisan spirit at least some of the time, and we are able to get a few things done and this is one of them.
The Perkins Act aims to prepare youth and adults for the future by building their academic and technical skills in preparation for postsecondary education and/or employment. The bill we are considering today enhances Perkins by ensuring both secondary and post-secondary students participating in the program are acquiring rigorous academic and technical skills, and will have the opportunity to transition into further education and/or successful employment.
The Perkins Act governs widely supported programs of both the secondary and postsecondary level. For example, nearly all high school students complete at least one vocational education course, and approximately 26 percent of students are considered vocational concentrators, those students who focus on a single occupational area. In my home State of Delaware, we have five career and technical high schools that enroll a total of 5,500 of the 29,500 total high school students. At the postsecondary level, the Perkins Act supports a broad
array of options primarily at the community college level, including Delaware Technical & Community College.
In the 1999-2000 school year, over 50 percent of all students enrolled at the less than 4-year postsecondary level reported that they were majoring in vocational areas.
Today's conference report seeks to build upon reforms made in past reauthorizations, and seeks to enhance this popular program to ensure its success in years to come. The legislation before us today makes significant reforms to academic achievement and accountability to ensure students have the skills necessary to enter the workforce or continue to an institution of higher learning.
As I mentioned, there are five career and technical high schools in Delaware. While all these schools met adequately yearly progress under the No Child Left Behind Act, there is more to be done in academic achievement in these schools and schools across the country. Today, we will improve vocational and technical education by increasing the focus on academics in conjunction with the skill attainment that is incumbent of the program.
One of the unique attributes of vocational and technical education programs is their ability to show students a path that could end in a certificate, credential, employment, military, or postsecondary education. The Tech-Prep program within the Perkins Act is intended to focus on a well-defined link between high school and at least 2 years of postsecondary education. Research has shown, however, that funds are rarely, if ever, used to meet this goal. Rather, funds are often used for purposes within the larger vocational and technical education program. Therefore, the conference agreement revises requirements of the program in order to ensure articulation agreements between secondary and postsecondary institutions are, in fact, being implemented.
Along this same track, we include a new requirement for State development of career and technical programs of study for career and technical program areas. These sequences, of course, will incorporate a nonduplicative progression of both secondary and postsecondary elements which will include both academic and vocational and technical content. Local recipients at both the secondary and postsecondary level would adopt at least one model sequence of courses as developed by the State. I believe this will also help drive program improvements by ensuring that States clarify the progression of academic and vocational technical courses needed for the postsecondary education, training, or employment of a students choice.
It is clear that we are making some significant and positive changes for the schools and students impacted by this program. One of the biggest changes that I think we are making is for Congress to finally make the switch from vocational and technical education to career and technical education. In my opinion, this was an important statement for the Congress to make.
While the President has proposed another avenue for high school reform in the Perkins Act, I believe strongly that the reforms we consider today go a long way in driving program improvement and ultimate success for students across the country. The dialogue surrounding high school reform is important and is happening in earnest. I trust that the conference agreement will complement these efforts as a result of the changes in the bill. I believe it will help States, community colleges, and other postsecondary education institutions and local educational agencies to better meet the needs of students participating in career and technical education. I urge my colleagues to support this report so we may send this bill to the President for his signature.
Mr. Speaker, I reserve the balance of my time.
Mr. Speaker, I yield 2 minutes to the distinguished gentleman from Ohio (Mr. Regula), who is the chairman of the appropriations subcommittee that handles education funding and is probably as interested in education as anyone in this building.
(Mr. REGULA asked and was given permission to revise and extend his remarks.)
Mr. Speaker, I yield 3 minutes to the gentleman from Indiana (Mr. Souder), another member of the committee who is always fighting for children in a whole variety of ways, be it dealing with drugs and those things, or education itself.
(Mr. SOUDER asked and was given permission to revise and extend his remarks.)
Mr. Speaker, I thank the gentleman. I yield 3 minutes to the gentleman from Nebraska (Mr. Osborne), another individual who has probably done as much for young people as anybody in this country and in his lifetime in a variety of capacities.
Mr. Speaker, I yield myself such time as I may consume in closing.
Mr. Speaker, the conference report before us is a good one and one worthy of very strong support here. Passage of it will demonstrate our commitment to the millions of students who count on the career and technical education programs we are aiming to strengthen.
Career and technical education is a fundamental part of our efforts to improve academic achievement at all levels so our Nation remains competitive in the 21st century global economy. And this conference report sharpens the Perkins program's focus on both rigorous academics and technical achievement. It protects and enhances local control at a State and community level. And it seeks more opportunities for coordination between secondary and postsecondary career and technical education.
This conference report would not be possible if not for some key staff members at the Education and the Workforce Committee: Whitney Rhoades, Stephanie Milburn, Lucy House, Rich Stombres, and Susan Ross on the committee staff, and Denise Forte and Lloyd Horwich from the minority staff have worked tirelessly to get to this point where we are today. I would like to thank Sara Rittling of my staff who has worked on this as well.
For those not familiar with the process around here, without that staff, I am sure Ms. Woolsey and I would probably agree, we would probably never get a bill like this written. Their work is exemplary in this particular case. And I would just like to thank them for their determination and expertise.
Again, I thank my colleagues on the committee on both sides of the aisle for their efforts on this conference report, and I do urge its final passage.
Mr. Speaker, I yield back the balance of my time.
Mr. Speaker, I object to the vote on the ground that a quorum is not present and make the point of order that a quorum is not present.