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dc.contributor.advisorMooney, Carol
dc.contributor.authorSimoneau, Matthew W.
dc.date.accessioned2022-09-30T18:00:16Z
dc.date.available2022-09-30T18:00:16Z
dc.date.issued2016
dc.identifier.urihttp://digital.library.wisc.edu/1793/83667
dc.description.abstractThis study sought to identify alignment and allocation habits of public, two-year postsecondary institutions with the purpose and intent of the Carl D. Perkins Act. More specifically, it aimed at determining the primary areas of use of the grant and attempted to identify ambiguities and success of the Act. Subjects of this study encompassed Perkins grant administrators in geographically diverse regions of the country. Both qualitative and quantitative data was collected utilizing thematic analysis and interviews with Perkins grant administrators. The study reveals that there is a philosophical divide regarding the focus of the Act as either a mechanism for programmatic improvements or a means to support career and technical education students. The study also revealed ongoing challenges regarding ambiguous language, definitions, data measures, and reporting in the Act. Additionally, the findings revealed that funded positions are the predominate method used by institutions to meet Perkins performance metrics. Recommendations of the study have implications at the national, state, and local levels as to best practices regarding effective and strategic use of Perkins Funds.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Wisconsin--Stouten_US
dc.titleAlignment of the Carl D. Perkins Act: A Multi-State Study of Two-Year Institutionsen_US
dc.typeThesisen_US
thesis.degree.levelEdD
thesis.degree.disciplineCareer and Technical Education


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  • UW-Stout Dissertations
    This collection holds dissertations from the Doctorate of Education in Career and Technical Education Leadership (Ed.D. CTEL) program. Theses pre-1999 are available on microfilm. Contact archives@uwstout.edu for access.

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