Located in:
b. 2. I. How Funds Will Be Used to Improve or Develop New Career and Technical Education Courses—
i. At the secondary level that are aligned with rigorous and challenging academic content standards and student academic achievement standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965, as amended;
ii. At the postsecondary level that are relevant and challenging; and
iii. That lead to employment in high-skill, high-wage, or high-demand occupations;
Current Narrative:
Minnesota requires secondary school districts to collect data pertaining to academic performance of career and technical education students as part of the state program approval process. Additionally, through the performance negotiations under Perkins IV, each participating school district must meet or exceed state levels of performance toward academic standards, as defined under the Elementary and Secondary Education Act, or establish an improvement plan to meet that requirement.
Legislation was enacted by the 2007 Minnesota Legislature allowing high school students to meet academic requirements in science, mathematics and the arts through participation in career and technical education programs. Districts must determine that academic standards are addessed with integrity through local CTE programming for this credit to be granted. Similar legislation identifies business and agricultural education teachers as meeting requirements for delivering economics by highly qualified personnel.
The 2007 Minnesota Legislature amended Minnesota Statute 122A.72 and appropriated funds for the development of math and science teacher academies in Minnesota. A task force was assembled to facilitate the implementation of these academies (teacher centers) with an initial focus on mathematics, and included development of strategies to deliver mathematics across the curriculum. Career and technical educators were selected to lead this effort.
Postsecondary level see discussion under (H) above.
Employment in high–skill, high–wage, or high–demand occupations –– see discussion under (H) above.