February 7, 2022 by Remie Verougstraete
In 2019, the reauthorized and updated version of the Carl D. Perkins Career and Technical Education Act went into effect. Commonly referred to as Perkins V, the latest version of the law maintains the heart of the original legislation while incorporating several notable changes.
Perhaps the most significant change was the addition of a comprehensive local needs assessment (CLNA) in section 134(c). The vision behind requiring this new assessment, which must be updated at least every two years, was largely to strengthen alignment between CTE programs and local labor market needs, ensuring that students are trained for high-skill, high-wage, in-demand jobs in their region.
Two years in, how is that vision panning out? According to a recent publication by Advance CTE and the Association for Career and Technical Education, 69% of CTE professionals say that the CLNA “has been beneficial to the overall improvement of the CTE program” (pg. 7). At the same time, the report acknowledges that the data gathering and analysis requirements have been a “heavy lift” (pg. 10) for many recipients and cites “further improving data capacity and use” (pg. 12) as a key area for improvement in the CLNA.
In other words, the CLNA is an effective tool, but getting the right data efficiently can be a challenge.
While the CLNA is relatively new, the need for easy access to reliable, understandable, and region-specific market data is not. Emsi Burning Glass has been providing this information to institutions, helping them measure their impact and make informed program decisions, for over 20 years. In that time, we’ve developed a suite of software tools and tailored consulting reports to help you answer mission-critical questions, including those tied directly to Perkins V:
Curious how other institutions are using Emsi Burning Glass data to inform their CLNA? Here’s a couple of examples: