Define programs of study

To help states and local recipients meet the program of study requirements in Perkins IV, the U. Department of Education's Office of Career, Technical and Adult Education, in collaboration with organizations, states and major national associations, including Advance CTE, formulated a rigorous programs of study design framework.

This framework identifies 10 components that, taken together, support the systemic development and implementation of effective programs of study. Although all 10 components are important, they are neither independent nor of equal priority. State and local program developers must identify the most pressing components for state or local adoption, taking into consideration their relative need within their educational context.

Support the development of integrated academic and career and technical curriculum and instruction horizontal curriculum alignment. Ensure that teachers and faculty have the content knowledge to align and integrate curriculum and instruction. Foster innovative teaching and learning strategies. Provide for administrative record matching of student education and employment data e.

Yield valid and reliable data on key student outcomes indicators referenced in Perkins and other relevant federal and state legislation. Provide timely data to evaluate and improve the effectiveness of POS. Rigorous college and career readiness standards should: Be developed and continually validated in collaboration with secondary, postsecondary, and industry partners.

Incorporate essential knowledge and skills e. Provide the same rigorous knowledge and skills in English and mathematics that employers and colleges expect of high school graduates. Incorporate industry-recognized technical standards that are valued in the workplace. To the extent practicable, be internationally benchmarked so that all students are prepared to succeed in a global economy. Well-developed course sequences should: Map out the recommended academic and career and technical courses in each POS.

Begin with introductory courses at the secondary level that teach broad foundational knowledge and skills that are common across all POS. Progress to more occupationally-specific courses at the postsecondary level that provide knowledge and skills required for entry into and advancement in a chosen POS. Offer opportunities for students to earn postsecondary credit for coursework taken during high school. Well-developed credit transfer agreements: Provide a systematic, seamless process for students to earn college credit for postsecondary courses taken in high school, transfer high school credit to any two- or four-year institution in the state that offers the POS, and transfer credit earned at a two-year college to any other two- or four-year institution in the state that offers the POS.

Transcript the college credit at the time the secondary student earns the credit so the students can transfer seamlessly into the postsecondary portion of a POS without the need for additional paperwork or petitioning for credit.

Describe the expectations and requirements for, at a minimum, teacher and faculty qualifications, course prerequisites, postsecondary entry requirements, location of courses, tuition reimbursement, and credit transfer process. Offer information and tools to help students learn about postsecondary education and career options, including prerequisites for particular POS.

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