Preparing students to succeed in an evolving 21st century represents very challenging, costly and complex leadership commitments. The key to student success probably rests with layers of directional leadership needed to impact their careers and personal situations. Responses to age-old problems demand new-age perspectives.

In the United States, for example, high school dropouts ages 25-64 earn only 65 percent the earnings of high school graduates, and this is a wider gap than in other countries such as Finland, Belgium, France, Spain and the United Kingdom. Ironically, the United States spends more per student from elementary school through college – $12,023 – but is ranked last in this study compiled by the Organization for Economic Cooperation and Development.

Dismal economic statistics should not always be disturbing. But to not respond to dismal economic statistics responsibly would be irresponsible. Therefore, the U. S. Congress recently reauthorized the Carl D. Perkins Career and Technical Education Act through FY 2012 (S. 250). President George W. Bush signed the bill into law August 12, 2006.

The Perkins Act ensures that students will be ready for tomorrow’s reality, whether it is in college or the workplace. In 2004, ten million middle and high school students were enrolled in courses that enabled them to explore careers and be prepared to succeed in the workplace. They studied fields such as agriculture, technology, health occupations, skilled trades and business. This bodes well for their career-related endeavors and expected salaries.

In August 2006, EDUCATION Week reported that the Perkins Act now includes changes for states and school districts to follow in administering this federal program:

1. The term “vocational” education has been replaced with “career and technical education.”

2. States and local career and technical programs are required to report state test results and graduation rates for students as defined by the federal No Child Left Behind Act.

3. Local programs must meet specific academic targets, and those that fail to meet those goals must submit improvement plans, or eventually have their funding cut by the states.

4. States and local programs will have to establish joint “programs of study” or plans for integrating academic and career-oriented courses leading to a college degree or industry certification.

5. States are to use the same portion of their federal funding – 5 percent – for administrative costs as under the current law, despite calls to reduce the amount to 2 percent.

Support for the reauthorized Carl D. Perkins Career and Technical Education Improvement Act generated strong leadership in the U.S. Congress. What remains is for educators, families and communities to embrace the challenges of operating beyond the former vocational education concept to more refined career and technical education commitments.

The Perkins legislation certainly will influence the salary disparities between school dropouts and their counterparts – high school graduates. These changes will create academic conditions and higher salary potential for high school graduates who will possess skills and attitudes desired by employers and higher education. This would be nice!

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