Legislation in CTE

By BrandyBreuckman1982
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    Civil War Era

  • Morrill Act Signed Into Law

    Library Of Congress Morrill Act Page

  • Second Morrill Act

    The Second version of the Morrill Act was aimed at racial descrimination of land grant institutions and established that race could not be an admissions criteria. It did allow for a separate instituion to be created for blacks rather than have them at the same institution.
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    Progressive Era

  • Smith-Hughes Act

    This act established vocational education in the United States. However, it also served to alienate vocational education from the rest of the educational system as a separate entity. This followed certain programs well into the 20th century (Gordon, 2008, p. 88).

  • Approval of George-Reed Act

    Specifically for Agriculture and Home Economics, this act authorized an increase of $1 million of funding for vocational education for 4 years.
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    Great Depression

  • Signing of the George-Ellzey Act

    This act served as a replacement of the George Reed Act, which ended in 1934. It "authorized $3 million annually for three years, to be apportioned equally in agriculture, home economics, trade and industrial education," (Gordon, 2008, p. 89).

  • Signing of the Geoge-Deen Act

    This act was an authorization of $14 million per year for vocational education, in the same areas as the George-Ellzey Act of 1934, however, it was also the first time marketing occupations were recognized. It also authorized funds for teacher education programs (Gordon, 2008, p. 89).
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    World War II

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    Post War Industrial Boom

  • Signing of the George-Barden Act

    This act amended the George-Deen act and appropriated additional funds for vocational education from $14 million to $29 million. This legislation was in response to the "post-war industrial boom," and thousands of young men returning from war needing employability skills, (Gordon, 2008, p. 90). Agriculture was still a large focus of vocational education in this act, which authorized $10 million to be spread amongst the states based on farm population and creation of FFA.
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    Cold War Era

  • National Defense Act of 1958

    Possibly the first legislation to formally address what we now know as STEM, this act was in response to the Cold War Era and the fear that they Soviets were far more technologically advanced than the Americans. A large emphasis was placed on promoting science, math and technical education to all levels of education (Gordon, 2008, p. 90-91).

  • Manpower Development Training Act

    MDTA: The Origins of the Manpower Development and Training Act of 1962During a time when more things were being automated and trained workers were now becoming unemployed, the federal government recognized that something had to be done to retrain these workers. This is where this act stems from. This act is often seen as the first of its kind because it addressed economically disadvantaged populations in vocational education.

  • Vocational Education Act of 1963

    This first legislation related to vocational education that was focused on the needs of the student and not the economy, this act revolutionized vocational education. It recognized a need to train students to work part-time while they finished schooling as well as those who had disabilities (Gordon, 2008, p. 92).

  • Vocational Education Amendments of 1976

    These amendments to the Vocational Education Act built upon the amendments that happened in 1968, with a specific focus on preventing sex discrimination in vocational programs. The amendments included support for student services such as guidance and counseling, as well as staff training and facilities remodeling (Gordon, 2008, p 94).

  • Carl D. Perkins Vocational Education Act of 1984

    This act amended the Vocational Education Act of 1963 and its subsequent amendments in 68 and 76. With a big focus on adult learners, the two goals of the act were to "improve the skills of the labor force," and to "provide equal opportunities for adults in vocational education," (Gordon, 2008, p. 94). This act was important because it changed from a focus on expansion of vocational education to improving current programs and addressing at risk students, (Gordon, 2008, p. 94).

  • Carl D. Perkins Vocational and Applied Technology Act of 1990

    This act was important because it highlighted the importance of technology training, even through its name. It also signaled a changed in the direction of vocational education that had persisted since the Smith-Hughes Act. This act integrated the academic and technical skills into the curriculum at vocational institutions and was also the first to articulate the need for a close connection between the training and the work (Gordon, 2008, p. 96).
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    Post-Cold War Era

  • Personal Responsibility and Work Opportunity Act of 1996

    This act stated that those receiving welfare were required to work within two years of receiving the assistance. Recipients were allowed to count one year of CTE as work. This and the rules that went along with how it could be counted dramatically impacted CTE and its services to its students (Gordon, 2008, p. 98).

  • Workforce Investment Act of 1998

    The first of several revisions, the WIA implemented a state and local workforce investment board that will set policies and assist in developing plans for job training. This act and its amendments have created a great link between workforce needs and education, but they have also created some very serious oversight and accountability from the institution to the governing authorities (Gordon, 2008, p. 106).

  • Carl D. Perkins Career and Technical Education Improvement Act

    This act reinforced previous Perkins themes such as incoporating rigorous academics into the curriculum and a focus on business and industry. There was a large focus on program quality and accountability built into this new act (Gordon, 2008, p. 115).