The Perkins IV Act was passed in 2006 to promote high school graduation for youth while introducing skills they need to be prepared for in the labor market. Yearly progress reports measure if CTE programs are successful in reducing dropout rates but fall short for a number of reasons. Using state-level data from the National Association of State Directors of Career Technical Consortium (NASDCTEc) website for the 2009-2010 school year, state-level data from the National Center for Education Statistics (NCES) Common Core of Data (CCD) database for 2009-2010, and dropout data from the U.S. Department of Education for the 2010-2011 school year to establish causality, my research seeks to address the extent to which Perkins IV funding reduces drop out rates at the state-level.

Thesis (M.A.)--Gordon-Conwell Theological Seminary, 1994. / Abstract and vita. Includes bibliographical references (leaves 117-123).

Thesis (M.A.)--Gordon-Conwell Theological Seminary, 1994. / Abstract and vita. Includes bibliographical references (leaves 117-123).

Thesis (M.A.), English--University of Central Oklahoma, 2010. / Includes bibliographical references (leaves 137-156).

Thesis (M.A.)--Gordon-Conwell Theological Seminary, 1994. / Abstract and vita. Includes bibliographical references (leaves 117-123).

Thesis (M.A.)--Montana State University--Bozeman, 2007. / Typescript. Chairperson, Graduate Committee: Amy Thomas. Includes bibliographical references.

Ph. D.--Westminster, 1998. / Bibliogr. p. 235-244. Index.

No description available.

The purpose of this study was to identify the impact the 1990 amendments to Carl D. Perkins Career and Applied Technology Act within-state allocation of federal funds had on the operational infrastructure of career and technical education (CTE) in Virginia as specifically related to the overall quality of secondary CTE programs. In the 1990 Perkins Act, Section 102 mandated that 75% of the within-state allotment go directly to local secondary and postsecondary institutions that offered CTE programs. The remaining 25% of funding was divided among the following state-administered programs and agencies: (a) state administration (5%), (b) state leadership (8.5%), (c) corrections (1%), and (d) equity programs (10%) (AVA, 1992; U.S. Congress, 1984). This change to the within-state allocation formula was significantly different from previous Perkins Acts as well as the trends in educational policy at that time (NCRVE, 1991). In the 1998 reauthorization of Perkins, the localities allotment increased to 85% of within-state funding. A three round modified Policy Delphi technique was used to identify and rate the consequences of the within-state allocation amendments from a panel of CTE local administrators, state administrators, and university researchers and/or teacher educators. These participants worked within their CTE positions in Virginia before and after the enactment of 1990 Perkins Act. A total of 54 participants began Round 1 and 30 completed Round 3 for a 56% participation rate. A total of 223 unique consequences were identified and rated for relevancy to the within-state funding formula change and effect on the operation of CTE in Virginia. One hundred sixty-one consequences were deemed relevant within and/or between all position levels (local, state, and university). All position levels deemed 42 consequences as relevant to the within-state funding formula change. Of those 42 consequences, 35 received the same effect (positive or negative) among all position levels. The findings of this study suggest that the changes to the within-state funding formula and its accompanying amendments did have a negative effect on the operation of secondary CTE in Virginia. More specifically, the changes to the Perkins Act this study examined seemed to adversely effect CTE teacher education, state-level CTE research initiatives, and state-level CTE's ability to provide localities with hands-on technical assistance, professional and leadership development, and coordination. The findings also suggest the legislative changes negatively altered the manner in which program evaluation occurred within the state by decreasing the state-level assistance for developing methods of program evaluation. In other words, the findings of this study seem to suggest there is a lack of leadership, development, and direction within Virginia's CTE program. The researcher recommends that members of Congress charged with reauthorizing the Perkins legislation should review the current within-state funding formula to determine if it is the most effective funding formula for helping local and state-level CTE carry out the purpose of the legislation. / Ph. D.

This study applies the metaphor of two-level games to generate explanations of how and why President Reagan chose to appoint Edward J. Perkins ambassador to South Africa. It explored the relationship between national and international factors that may have influenced Reagan's decision, as well as his policy preferences, beliefs and values. International factors included U.S.-South Africa relations, alliances, international organizations, and transnational movements for human rights and racial equality. Among the domestic factors were the dynamics between the executive and legislative branches of government, interest groups, and activism. National and international politics and policies overlapped in four areas' "strategic interests, race, morality, and national values. Analysis of the evidence suggests that while international events were an important part of the context of the decision, domestic politics and the President's own views had the most influence on the decision. The Perkins appointment exemplified how a personnel selection might reaffirm national reconciliation of opposing views on race, ethnicity, democratic values and national interests. / Ph. D.