This document explains how the government impacts Career and Technical Education as well as Career and Technical Student Organizations.

1. Inside The
Publication:
A Word from the Lead Developer
Dear DECA Members,
Career and Technical 2
Education DECA has positively
changed me as a person, stu-
DECA 3 dent, and leader. I deeply care
about DECA and want to en-
The Perkins Act 4-5 sure that our organization has a
bright future. This is precisely
why I created this document.
Association for Career 6
Whether we realize it or
and Technical Educa-
tion not, the government has a large With Missouri
impact on DECA. With in-
Career and Technical 7 Governor Jay
creased governmental support,
Education Caucus
our DECA chapters will be
Nixon
DECA’s Congres- 8 more likely to thrive. How-
sional Advisory Board ever, if the government’s sup-
port should decrease, our chap-
The Federal Govern- 9 ters could be in jeopardy.
ment’s Role Receiving an Award
To preserve a bright
The State Government’s 10 future for DECA, we must un- of Excellence from
Role derstand how the government Missouri State Rep.
impacts us. More importantly, Scott Largent
The Importance of 11
Member Involvement we must understand the impor-
tance of making our voices
Strategies for Member 12 heard. This document will help
Involvement you to better understand both
of these meaningful concepts.
Why Legislators 13
With Brenda
Should Support Dann-Messier,
DECA U.S. Department
of Education
How Legislators Can 14
Micah Melling
Support DECA
Central Region VP
A Final Word from the 15 DECA, Inc.
Lead Developer 2011-2012

2. Page 2 DECA and Politics February, 2011
Career and Technical Education:
Preparing Tomorrow’s Leaders
Career and Techni- says Dr. Edward Smith, level, CTE programs are students hold membership
cal Education focuses on Chief of Program Admini- funded by the Carl D. Per- in CTSOs each school
preparing youth and young stration, U.S. Department kins Act. This act currently year.
adults to be college and of Vocational and Adult appropriates approximately
“I think CTSOs
career ready. Specifically, Education. $1.13 billion per fiscal year
are incredibly important.
CTE works to equip stu- CTE courses are to be shared among states.
They are a prerequisite to a
dents with core academic broken down into 16 cate- Additionally, many successful career,” says
skills, employability skills, gories, called “Career Clus- state legislatures appropri- Glenn Thompson, Co–
and job-specific skills. ters.” These Career Clus- ate funding to help support Chair of the Congressional
One of CTE’s ters include areas such as CTE. In many instances, CTE Caucus. “Being in-
main objectives is to pre- agriculture, business man- the state-level funding for volved in CTSOs helps
pare tomorrow’s workforce agement, marketing, tech- CTE monetarily exceeds students to learn about
to make a positive impact nology, and manufacturing. the amount of Perkins public policy, leadership,
on the U.S. economy. CTE CTE is made avail- funding a state is given. and career fields. They
helps students to under- able through a number of Career and Techni- also make it easy for stu-
stand that their work in the outlets: middle schools, cal Student Organizations dents to link to other peo-
classroom directly corre- high schools, technical cen- (CTSOs) are an instrumen- ple and make connec-
lates to success in their fu- ters, and postsecondary tal part of CTE programs. tions.”
ture profession. institutions. In fact, over The U.S. Department of Clearly, CTE and
“CTE allows stu- 14 million students partici- Education recognizes 10 CTSOs are growing, be-
dents to get a contextual pate in CTE courses every organizations as CTSOs. coming increasingly preva-
learning method. They year. Furthermore, nearly These organizations allow lent and important in the
learn to find solutions to every high school student students to apply what they
world of education.
problems. They better un- takes at least one CTE have learned in the class-
derstand the importance of course. room to real-world situa-
what they are learning,” On the federal tions. Over 1.5 million
Career and Technical Student Organizations
 Business Professionals of America  National FFA Organization
 DECA  National Young Farmer Educational Association
 Future Business Leaders of America  National Postsecondary Agricultural Student
Organization
 Family Career and Community Leaders of America
 SkillsUSA
 Health Occupations Students of America
 Technology Student Organization

3. Page 3 DECA and Politics February, 2011
DECA: A Powerful Student Organization
DECA is a Career pitality, and finance. In than other high school Board (CAB). The CAB
and Technical Student fact, over 85% of mem- students. is a collection of 31 mem-
Organization that was bers are interested in fur- DECA is finan- bers of the U.S. Congress
founded in 1946. ther studying the forego- cially supported by over who support Career and
With over ing career pathways. 60 businesses and institu- Technical Education, spe-
200,000 members who DECA members tions, known as the Na- cifically DECA.
are present in all 50 states are among the brightest tional Advisory Board. In DECA continues
and nine countries, students in high schools addition to supplying fi- to grow and cement itself
DECA is one of the larg- around the world. Over nancial assistance, these as one of the premier
est student organizations 85% percent of members businesses provide judges educational opportunities
in existence. report having an A or B for competitive events as for high school students.
DECA’s goal is to average. DECA mem- well as general advocacy.
prepare emerging leaders bers also take more Ad- Additionally,
and entrepreneurs in mar- vanced Placement and DECA is supported by a
keting, management, hos- College Credit classes Congressional Advisory
 The DECA Diamond is the organization’s symbol. The Diamond has
both inner and outer points.
 The inner points represent what DECA’s Program of Study
does: Integrates into Classroom Instruction, Applies Learning,
Promotes Competition, Connects to Business.
 The outer points represent what DECA prepares students to
become: Academically Prepared, Community Oriented, Profes-
sionally Responsible, Experienced Leaders.
 DECA employs over 30 staff members at
their headquarters in Reston, Virginia.
 Over 15,000 students and
advisors attend DECA’s
annual International Career
Development Conference.
 DECA’s Attributes and  National DECA is divided  DECA elects five National Of-
Values are: Compe- into four regions: Central, ficers at their International Ca-
tence, Innovation, In- Southern, Western, and reer Development Conference
tegrity, Teamwork. North Atlantic. each spring: a President and
four Regional Vice Presidents.

4. Page 4 DECA and Politics February, 2011
What Exactly is the Perkins Act?
The Carl D. Perkins Career and Technical Education Act is the federal law that funds Career and Technical Educa-
tion. Currently, the Perkins Act provides approximately $1.13 billion per fiscal year to be shared among states. The
programs, funding, and requirements in the Perkins Act affect CTE programs throughout the nation. The Perkins
Act is one of the major driving forces behind the direction and success of CTE and, by association, CTSOs.
History of the Perkins Act
The modern era of federal funding for CTE began when Congress passed the Vocational Education Act
of 1963. Congressman Carl D. Perkins was the main advocate for the passage of this historic legislation.
In 1984, the Vocational Education Act was revised and renamed, becoming known as the Carl D. Perkins
Vocational Education Act. The law was revised again in 1990, and it became known as the Carl D. Per-
kins Vocational and Applied Technology Act. The 1990 reauthorization marked a turning point for Ca-
reer and Technical Education. In this legislation, contextual learning and academic measures became ma-
jor points of emphasis. Additionally, measures were strengthened to assist “special populations” and eco-
nomically-disadvantaged students. The Perkins Act was next reauthorized in 1998, and this version was
named the Carl D. Perkins Vocational and Technical Education Act. This legislation provided more flexi-
bility in how funds were spent, required more contextual-learning integration, and enhanced accountability
for student achievement. The most recent reauthorization occurred in 2006, and the new law was named
the Carl D. Perkins Career and Technical Education Act.
Highlights of the 2006 Perkins Act
State and Local Uses of Funds: Each state is given specific requirements for how they must allocate their
Perkins funds. State education departments are allowed to keep 15% of the funds and must give the other 85% to
school districts and postsecondary institutions. For state activities, there are 9 required and 17 permissible uses for
Perkins funds. For local activities, there are 9 required and 20 permissible uses. These guidelines provide a specific
direction for school districts and state education departments.
State Plan: After the 2006 reauthorization of the Perkins Act, each state was required to submit a State Plan
that explained their strategy for using Perkins funds. When developing their State Plan, state education departments
were required to obtain input from a wide variety of stakeholders. In the spring of 2008, state education depart-
ments submitted their State Plan to the U.S. Department of Education. The plan covered Fiscal Years 2008-2012.
States can annually revise their State Plan.
Local Plan: Each local recipient was required to submit a Local Plan that explained their strategy for using
Perkins funds. When developing their Local Plan, local recipients were also required to obtain input from a variety
of stakeholders. Each Local Plan was approved by the local recipient’s state education department.
Accountability: Accountability plays a large role in the Perkins Act. Each state, in cooperation with the
U.S. Department of Education, has set quantifiable performance levels. If these standards are not met, funding may
be withheld from the state. Additionally, local programs are held accountable for their performance. Local pro-
grams have worked with their state education department to set performance levels. If these standards are not met,
they may be subject to a series of sanctions.
Programs of Study: Programs of Study create a sequence of class-work that helps students attain postsec-
ondary degrees or industry-recognized credentials. The ultimate goal for implementing Programs of Study is to help
provide a successful transition between secondary and postsecondary education.
Tech Prep: Tech Prep was a program within the Perkins Act until its funding was eliminated in Fiscal Year
2011. The goal of Tech Prep was to connect secondary and postsecondary CTE programs. When it was still
funded, states had the option of combining the Tech Prep Grant with the Basic State Grant.

5. Page 5 DECA and Politics February, 2011
More Important Information about Perkins
On the local level, can Perkins funds be used specifically Important Terms and Definitions
for CTSO activities? The answer is “yes” and “no.” CTSOs
are only a “permissible” use of Perkins funds. School districts Appropriation: the amount of money Congress decides
may choose to specifically allocate funds for CTSOs if they to spend on a certain program. Congress determines
believe that action can help improve student achievement and appropriations for every fiscal year.
meet their accountability requirements. In most cases, Perkins Basic State Grant for the Perkins Act: the amount of
funds cannot be used to register students for conferences or Perkins funding each state receives in a fiscal year. The
pay for overnight stays. Perkins funds may only be used for U.S. Department of Education has a formula that deter-
these purposes when dealing with “special populations,” which mines how much money each state should receive.
include students who are disabled, economically disadvan-
taged, or non-traditional. Perkins funds may also be used to Federal Fiscal Year: the accounting period for the fed-
reimburse chapter advisors for travel expenses. Additionally, eral government that begins on October 1 and ends of
these funds can possibly be used to purchase materials that September 30. A fiscal year is designated by the calendar
help students prepare for competition, but only if the materials year in which it ends.
closely relate to the classroom curriculum. Omnibus Bill: a single bill that packages several legisla-
On the state level, can Perkins funds be used specifically tive measures together or combines diverse subjects into
for CTSOs? Under the Perkins Act, state education depart- a single proposal.
ments are not required to allocate funding for CTSOs. CTSOs Reauthorization: the process of revising a piece of leg-
are specifically listed as a “permissible” use of Perkins funds,
islation and addressing programs, regulations, funding,
not a “required” use. However, many state education depart-
and policies.
ments opt to provide state advisors to administer their CTSOs.
Recent News About the Perkins Act
In February of 2011, Congress voted to cut Perkins funding by $140 million (11%), decreasing the mone-
tary value of the Perkins Act from $1.27 billion to approximately $1.13 billion. This reduction completely elimi-
nated the Tech Prep Program ($103 million) and cut the Basic State Grant by $37 million.
“Those cuts were driven by appropriations and budget committees. I know we have to cut. We can’t spend
money we don’t have. But we have to cut strategically and be smart about the funding we reduce,” says Glenn
Thompson, Co-Chair of the Congressional CTE Caucus.
In December of 2011, Congress passed an omnibus funding package that included the appropriation for
the Perkins Act for Fiscal Year 2012. In this legislation, the Perkins Act was level-funded at Fiscal Year 2011 levels
- approximately $1.13 billion. With the need to need to reduce the federal government’s budget, Perkins funding
could potentially be subject to cuts for Fiscal Year 2013. In his Fiscal Year 2013 Budget Proposal, President
Obama requested that the Perkins Act be level-funded at approximately $1.13 billion; however, this proposal does
not ensure that the Perkins Act will be safe from reductions in Fiscal Year 2013.
“Right now, everything is on the table,” says Jim Langevin, Co-Chair of the Congressional CTE Caucus.
“My hope is that we won’t make short-term cuts that have long-term effects on students.”
The current Perkins Act is authorized through 2012. A reauthorization will not likely occur in 2012,
though. Given the slow progress of other reauthorizations, an official timeline is uncertain. However, as long as
the program remains funded, the current law will continue. Despite this uncertainty, the U.S. Department of Edu-
cation has been preparing for the reauthorization to occur. A major part of this process is asking for stakeholders’
input and then developing proposals based on these recommendations. Based on suggestions already made by
CTE stakeholders, the reauthorization of the Perkins Act might include these improvements: requiring better data
management, articulating career pathways, providing more dual-credit opportunities, and encouraging better use of
technology.

6. Page 6 DECA and Politics February, 2011
ACTE: Providing Advocacy on Key Issues
The Association legislative issues that policies concerning funding will be cut,” says
for Career and Techni- have an impact on edu- CTE because our mem- Ms. Parker. “It’s also im-
cal Education (ACTE) cation, specifically bers care about CTE,” portant to speak out
is the United States’ CTE. These issues in- says Ashley Parker, Me- about the impact of CTE
largest organization that clude: the Perkins Act, dia Relations Specialist to the general public. If
no one is speaking up,
is dedicated to the ad- High-School Reform, for ACTE.
there won’t be a backlash
vancement of Career Postsecondary Access ACTE strongly if funding is cut.”
and Technical Educa- and Completion, and encourages CTE stu-
tion. Workforce Develop- As we can see,
dents, teachers, and sup- ACTE provides valuable
One of ACTE’s ment. porters to reach out to resources and advocacy
largest functions is to “ACTE is ex- their members of Con- that benefit CTE and
inform and educate fed- tremely passionate gress. In fact, on ACTE’s CTSOs. This organiza-
eral legislators about the about advocating for website, there is an tion is vital to ensuring a
importance of Career CTE. ACTE is a mem- “action center” that pro- bright future for CTE
vides several excellent programs.
and Technical Educa- bership organization
resources when working
tion. made up of CTE educa- For more infor-
with legislators.
ACTE also tors and administrators. mation on ACTE, go to
We care about public “If you’re not get- acteonline.org.
monitors a number of ting your voice heard,
ACTE: A Helpful Resource
ACTE Conferences
As stated in the above story, one of
ACTE’s main focuses is reaching out to federal National Conference. Each November, ACTE hosts a
legislators. ACTE also encourages CTE stake- national conference in a major U.S. city. The annual
holders to join together, become involved, and ACTE National Conference brings together thousands of
make their voices heard in the world of politics. CTE educators, administrators, advocates, and students.
This conference gives all participants an opportunity to
ACTE can be an excellent resource
collaborate on ways to improve CTE . Attendees have the
when reaching out to legislators. Their website
opportunity to participate in workshops, listen to exciting
(acteonline.org) features the latest news on the
keynote speakers, and network with CTE supporters from
Perkins Act and other relevant legislation. Their
across the nation. The 2011 ACTE National Conference
advocacy team can also answer questions and
was held in St. Louis, Missouri.
provide the most recent information about the
Perkins Act. National Policy Seminar. Each March, ACTE hosts
their National Policy Seminar in Washington, D.C. At this
ACTE is present in all 50 states. When
seminar, attendees sharpen their advocacy skills, meet with
reaching out to state legislators, your state’s
members of Congress, and hear from national leaders in
ACTE can be a helpful resource. They can pro-
education. Members of ACTE’s advocacy team also pre-
vide valuable insight and useful recommenda-
sent the latest information on the Perkins Act and other
tions. They can also assist with coordinating
relevant legislation.
activities at the state capital.

7. Page 7 DECA and Politics February, 2011
The Congressional CTE Caucus:
Educating and Informing
Launched in 2007, meet the needs of the in Fiscal Year 2012. To- the CTE Caucus encour-
the Career and Technical CTE community,” ex- gether, Congressman age citizens to contact
Education Caucus is com- plains Congressman Thompson and Congress- their U.S. Representative
mitted to ensuring a Thompson. “Another man Langevin wrote a and ask him/her to join
bright future for CTE one of our main focuses letter to members of the the CTE Caucus. With
programs across the na- is educating legislators on appropriations commit- more support, CTE will
tion. CTE and its importance tees. This letter requested become stronger.
The caucus was in the educational sys- that Perkins funding be
originally co-chaired by tem.” appropriated at $1.27 bil-
U.S. Representatives Also, it is impor- lion for Fiscal Year 2012,
Brian Baird (D-WA) and tant to note that the CTE which would restore
Phil English (R-PA). Caucus is a bipartisan funding to the level it was
group. before the 2011 cut. The For more
Today, the caucus letter was co-signed by information on the
is co-chaired by Glenn “The CTE Cau- over 50 federal legislators.
Thompson (R-PA) and cus gives all members of CTE Caucus,
Jim Langevin (D-RI). Congress an opportunity Despite these ef- please visit
Currently, 56 members of to collaborate on a sub- forts, the Perkins Act was www.acteonline.org
the U.S. House of Repre- ject they have a passion not appropriated at $1.27
/ctecaucus.aspx.
sentatives sit on the CTE for,” says Congressman billion for Fiscal Year
Caucus. Langevin. 2012. However, these
endeavors helped to pre-
“Our main objec- After the $140 vent further reductions to
tive is to raise general million cut to the Perkins Perkins funding.
awareness about the im- Act, the CTE Caucus
portance of CTE jobs and worked to restore funding All members of
Fast Facts about the CTE Caucus
 The CTE Caucus was launched in 2007 by Representatives Brian Baird (D-WA) and Phil English
(R-PA).
 The caucus is now chaired by Representatives Glenn Thompson (R-PA) and Jim Langevin (D-RI).
 Fifty-six members of the U.S. House sit on the CTE Caucus.
 Their mission statement is: “The Career and Technical Education Caucus is a bi-partisan group of
Members of Congress created to enhance awareness in Congress of the importance of Career and
Technical Education in preparing a well-educated and skilled workforce in America.”

8. Page 8 DECA and Politics February, 2011
DECA’s Congressional Advisory Board
DECA’s Congres- the CAB to take any spe- “Having the sup-
For more information
sional Advisory Board cific actions. Joining the port of the U.S. Congress
on the CAB…
(CAB) is a voluntary, CAB is simply a way for and Department of Edu-
nonpartisan association of legislators to signify they cation sets DECA apart  View the “Political
national decision-makers support both CTE and from our competitors. Outreach Kit”
who are committed to DECA. Building awareness and found on DECA’s
supporting Career and Members of the reporting our impact are SlideShare Ac-
Technical Education. CAB are recognized in critical to maintaining our count.
Currently, nine several ways. They are unique positions with lo-
cal, state, and federal pol-  Visit deca.org.
U.S. Senators and twenty- featured in DECA Dimen-
one U.S. Representatives sions (the organization’s bi icy makers,” says John
 Contact John Fis-
sit on the CAB. -monthly magazine), on Fistolera, Assistant Execu-
tolera
deca.org, and in the Inter- tive Director of Corporate
DECA does not (john_fistolera@
national Conference pro- and External Affairs,
require the members of deca.org).
gram. DECA, Inc.
Current Members of DECA’s CAB
Senators (9):  Norman Dicks - Washington
 Thad Cochran - Mississippi  Jeff Fortenberry - Nebraska
 Kent Conrad - North Dakota  Gene Green - Texas
 Mark Kirk - Illinois  Ralph Hall - Texas
 Carl Levin - Michigan  Vicky Hartzler - Missouri
 Richard Lugar - Indiana  Blaine Luetkemeyer -Missouri
 Ben Nelson, Nebraska  Kenny Marchant - Texas
 J.D. Rockefeller, IV - West Virginia  Michael McCaul - Texas
 Jon Tester - Montana  Jerry McNerney - California
 Ron Wyden - Oregon  Devin Nunes - California
Representatives (21):  Gary Peters - Michigan
 Rob Bishop - Utah  Nick Joe Rahall, II - West Virginia
 John Boehner - Ohio  Denny Rehberg - Montana
 Dave Camp - Michigan  Silvestre Reyes - Texas
 Shelly Capito - West Virginia  Pete Sessions - Texas
 John Duncan, Jr. - Tennessee  Fred Upton - Michigan

9. Page 9 DECA and Politics February, 2011
The Role of the U.S. Congress
The United States 2011, Congress reduced this
Congress plays a large role appropriation by $140 mil-
in the livelihood of Career lion.
and Technical Education. In December of
For each fiscal year, 2011, Congress passed an
Congress appropriates the omnibus funding package
amount of funding in the that included the appropria-
Perkins Act. tion for the Perkins Act for
When the Perkins Fiscal Year 2012. In this
Act was reauthorized in legislation, the Perkins Act
2006, Congress appropri- was level-funded at Fiscal
ated funding at $1.27 billion Year 2011 levels.
cific programs, regulations, Usually, education legisla-
per fiscal year. In fact, the Congress is in- and requirements that are a tion is scheduled to be reau-
Perkins Act was practically volved with the reauthori- part of each revision to the thorized every 6 years, but
flat-funded at $1.27 billion zation process, as well. The Perkins Act. Congress also these timetables are often
from 2002 until 2011. members of Congress ulti- determines when to reau- adjusted.
However, in February of mately determine the spe- thorize the Perkins Act.
House Leadership for 2011-2012 Senate Leadership for 2011-2012
 Speaker of the House: John Boehner  President of the Senate: Joe Biden
 Majority Floor Leader: Eric Cantor  President Pro Tempore: Daniel Inouye
 Majority Whip: Kevin McCarthy  Majority Leader: Harry Reid
 Minority Floor Leader: Nancy Pelosi  Assistant Majority Leader: Richard Durbin
 Minority Whip: Steny Hoyer  Minority Leader: Mitch McConnell
 Assistant Minority Leader: Jon Kyl
The Impact of the U.S Department of Education
The U.S. Department of Education has a large role in Career and Technical Education. In fact, there is a
specific department that focuses on CTE, titled the “Office of Vocational and Adult Education” (OVAE). Under
the Obama Administration, this office has been led by Brenda Dann-Messier. The OVAE is largely involved with
the reauthorization process for the Perkins Act. The OVAE conducts quantifiable research, obtains qualitative
information from stakeholders, and submits recommendations to Congress and the President.
In addition to assisting with the reauthorization process, the OVAE has a number of roles in sustaining
CTE. One of their biggest duties is distributing Perkins funds to states. The OVAE also provides leadership to
state education departments and gives them resources to effectively run their CTE programs. The OVAE, fur-
thermore, was in charge of approving each State Plan. Additionally, the OVAE conducts a year-end review with
each state education department to discuss their CTE programs. These reviews consist of a discussion about how
a state can better meet their accountability requirements as well as an audit of how the state used their funds.

10. Page 10 DECA and Politics February, 2011
Why the State Government Matters
What impact do state leg- CTE? they have been given. After How does a state educa-
islatures have on CTE? A state education depart- the 2006 reauthorization of tion department influ-
Many state legislature ap- ment is part of a state’s gov- the Perkins Act, each state ence CTSOs?
propriate funds to help run ernment and operates education department de- Many state education de-
their state’s CTE programs. through funding appropri- veloped a State Plan, which partments choose to pro-
This funding is different ated by their legislature. explained how the state will vide state advisors to run
from the Perkins funding Primarily, a state education use their Perkins funds and CTSOs. In most cases,
their state receives. Gener- department is charged with how they will operate their state advisors are paid with
ally, the state-level funding distributing Perkins funds CTE programs. If applica- federal Perkins funds
for CTE monetarily exceeds and/or state-level funds to ble, in the State Plan, states and/or state-level funding
the amount of Perkins school districts and postsec- also outlined how they plan for CTE. A state advisor is
funding a state is given. In ondary institutions. Many to use the funds they have often able to use the educa-
some cases, a state legisla- education departments also been given by their state tion department’s resources
ture only gives their educa- focus on professional devel- legislature. Additionally, to help run the organiza-
tion department the money opment for teachers as well state education departments tion. For example, they
and does not specify how as curriculum creation. are charged with distribut- may have the education
the funds must be used. Some states even have a ing Perkins funds to local department’s audio/visual
Please note that not all state department specifically fo- recipients. State education crew help produce a state
legislatures appropriate cused on CTE. departments also approved conference. Another exam-
funding for CTE. Some How is a state education each school district’s and ple would be that the state
states operate their CTE postsecondary institution’s advisor could use the edu-
department involved with
programs solely on Perkins the federal Perkins Act? Local Plan, which explained cation department’s profes-
funding. how these entities intend to sional printing services to
State education departments
How is a state education use the funds they have print conference materials.
determine how their state
department involved with been given.
will use the Perkins funds
The Role of the School District
Many school districts are given both state-level funds and federal Perkins funds to help run
their CTE programs. Each state education department has a formula to determine how much
money each school district should receive. In many cases, part of this formula includes the school
district’s enrollment numbers as well as the community’s population.
After the 2006 reauthorization of the Perkins Act, each school district was required to de-
velop a Local Plan. The Local Plan explained the school district’s strategy for using the funding
they have been given, and each plan was approved by the state’s education department. Local Plans
focus on meeting the requirements in the federal Perkins Act, although some of the funding that is
given to local recipients might be provided by their state legislature. Therefore, school districts
must spend money on the 9 required uses of Perkins funds. If funds are left over after this, funding
may be given to “permissible uses.”
Each school district must maintain records for how they have spent their funds; some data
is sent on a yearly basis to the state education department. Some state education departments also
visit schools to conduct audits of how their money has been spent.
Please Note: Every state education department, state legislature, and school district operates
differently. The information on this page provides a general overview of how these entities are
involved with CTE.

11. Page 11 DECA and Politics February, 2011
DECA Members: The Importance of Getting Involved
Government has ment also have an indirect quences as serious as school There are threats
both a direct and indirect impact on CTSOs like districts eliminating market- that the federal Perkins Act
impact on DECA chapters. DECA. Both of these levels ing programs. If a school could suffer more signifi-
Therefore, DECA members of government provide the district does not offer mar- cant cuts in the near future.
should have a vested inter- funding for Career and keting classes, they will not State-level funding for CTE
est in gaining the support of Technical Education. Be- have a DECA chapter. might be further reduced in
both state and federal legis- cause CTE classes are the On the state level, if some states, as well. More
lators. basis for CTSOs, legislation funding is severely reduced, reductions in funding will
Government di- that affects CTE also im- some state education depart- have a serious, negative im-
rectly impacts DECA be- pacts CTSOs. ments may opt to not ad- pact on CTE and CTSOs.
cause many state education If a CTE program minister CTSOs, or they may To preserve a
departments provide a state is weakened through a re- choose to only administer a bright future for our organi-
advisor to administer the duction in funding, the few of them. zation, we must get involved
program. State education CTSOs associated with it Clearly, the govern- in the political scene and
departments pay DECA will also be weakened. On ment has a large impact on make our voices heard.
state advisors with federal the local level, reductions in CTE programs and, by asso-
Perkins funds and/or state- funding could mean that ciation, CTSOs. Target Audience
level funding for CTE. A some marketing teachers
Reaching out to leg- Both state and federal
state education department have to be let go, fewer
islators has never been more legislators are the target
may also provide general marketing classes will be
important for DECA mem- audience because they
support for running confer- offered, or classroom mate-
ences and giving opportuni- rials won’t be p to date. bers to do. Federal funding ultimately determine the
ties to members. for CTE was cut by $140 level of funding for CTE,
Furthermore, re- million in 2011. State-level which greatly impacts
Both state and fed- ductions in funding for funding was also reduced in CTSOs.
eral levels of the govern- CTE may have conse- some states during 2011.
Objectives for Reaching Out to Legislators
1. To educate them about CTE and CTSOs, particularly DECA.
2. To show them the value of CTE and CTSOs.
3. To convince them to pledge their support for CTE and CTSOs.
4. To interest them in becoming involved with DECA.
Words from CTE Leaders
“When CTE students and teachers reach out to legislators, their stories become real. Students need to share
their success stories because that makes CTE real and shows its value. If we don’t have success stories being
told, CTE will become a silent issue. If it’s silent, it goes away. I’m afraid that if students don’t start sharing
the success stories about their CTE programs, legislators will forget about CTE and won’t support it.” — Jim
Langevin, Co-Chair of the CTE Caucus.
“Reaching out to federal legislators is extremely important because there are a lot of competing interests in
Congress. Never assume that a legislator is fully informed about CTE and willing to advocate. There are 535
members of Congress, and only a few us of have a good grasp of CTE and why it is important. When Con-
gressmen are back in their districts, CTE programs should be extending invitations for them to come and visit
their classes. Students need to tell their legislators about their CTE program and why its important.” — Glenn
Thompson, Co-Chair of the CTE Caucus.

12. Page 12 DECA and Politics February, 2011
Strategies for Member Involvement
To view a Political Outreach Kit, please visit slideshare.net/DECAInc.

13. Page 13 DECA and Politics February, 2011
Why Legislators Should Support CTE Why Should Legislators
Everyday, both Specifically Support
CTE is also one of force.”
state and federal legislators the driving forces behind DECA?
are bombarded with lobby- Without a doubt, if
preparing students for high- legislators support CTE, DECA is one of the largest,
ists and competing interests. skill, high-wage jobs. With a
With everything they have they are making an invest- most powerful student
more prepared and compe- ment in the future success
going on, why should they tent workforce, the Ameri- organizations in existence.
care about Career and Tech- of our country.
can economy will be more This organization prepares
nical Education? What likely to thrive. “Investing in CTE
makes CTE stand out is wise. This is the invest- leaders in marketing,
among all of the other po- “It’s vitally impor- ment we need to make,” management, and
litical topics? tant for legislators to sup- simply states Dr. Edward
port CTE. CTE prepares entrepreneurship while
One of the largest Smith, Chief of Program
students for 21st Century Administration, U.S. De- teaching them to be
reasons that legislators jobs. It’s important that
should support CTE is be- partment of Vocational and community oriented.
policy makes know that em- Adult Education.
cause CTE-based jobs and ployers are looking for stu- When legislators support
programs are found dents who are prepared to As we can see,
throughout the U.S. DECA, they are supporting
work in high-skilled areas,” when legislators support
CTE, they are helping to capitalism and future business
“Concerning fed- says Congressman Jim
eral legislators, in all 435 Langevin, Co-Chair of the prepare the workers and growth. Additionally, DECA
Congressional Districts, CTE Caucus. leaders of tomorrow’s econ-
chapters exist all over the
there are CTE-based jobs. omy. They are also taking a
Congressman Glen specific interest in many of U.S., meaning that DECA
It’s a national issue that all Thompson agrees. “Having
members of Congress their constituents. members directly improve the
legislators that support CTE
should be vested in,” says is important. CTE is all Supporting CTE communities of many
Congressman Glen Thomp- about America’s competi- certainly provides a number legislators.
son, Co-Chair of the CTE tiveness, creating jobs, and of extremely positive bene-
Caucus. having a qualified work- fits to legislators.
6 Reasons Legislators Should Support CTE and DECA
1. Most legislators have a CTE program 4. Supportive legislators will be seen as friends
and a DECA chapter in their district or of education.
community.
2. CTE and DECA prepare the leaders of 5. Supporting CTE is a bi-partisan effort,
tomorrow’s workforce and economy. bringing legislators together to support a valu-
able cause.
3. Legislators will have the opportunity to 6. Investing in the future of our country and
interact with some of the best and bright- economy creates a sense of fulfillment.
est students.

14. Page 14 DECA and Politics February, 2011
How Legislators Can Get Involved with DECA and CTE
Federal Legislators
 Support Legislation that Affects CTE
 Research and Be Fully Informed when Appropriating Funds
 Visit CTE Classrooms
 Attend CTSO Functions
 Offer Internships to CTE Students
 Join DECA’s Congressional Advisory Board
 Join the Career and Technical Education Caucus
State Legislators
 Support State-Level Funding for CTE
 Research and Be Fully Informed when Appropriating Funds
 Invite CTE Students and CTSO Leaders to Visit the State
Capitol
 Help CTSO Students Prepare for Competition
 Judge at CTSO Competitions
 Visit CTE Classrooms
 Offer Internships to CTE Students

15. A Closing Message from the Lead Developer
reinforced my belief that classes and organizations. them know that we are
making our voices heard in Dr. Edward Smith “academically prepared,
the world of politics is ex- of the U.S. Department of community oriented, pro-
tremely important. In every Education brought up an fessional responsible, ex-
interview, I asked this ques- extremely interesting point perienced leaders.” We are
tion: “How important is it that I would like to share the business leaders and
for CTE students to reach with you. entrepreneurs of tomorrow.
out to legislators?” I re- We embody all of these
ceived answers such as “it’s “We, as stake- characteristics because of
critical” or “it’s vitally im- holders in CTE, don’t do a marketing education and
portant.” No one said that good job of telling our sto- DECA.
it was “sort of important” ries. Many legislators don’t
know what CTE is all about. If we don’t step up
or that “it didn’t matter.” and tell our stories, our
Developing this Leaders in the world of We need to get out and tell
our stories. We are not the chapters could be in jeop-
document took many CTE believe that we should, ardy. To preserve a bright
months of hard work. without a doubt, be telling vocational education of the
past that was only for stu- future for DECA, we must
Whether I was researching, legislators about the impor- not be afraid to make our
interviewing, writing, or tance of our marketing dents who weren’t poised
for academic success. Some voices heard. Collectively,
editing, I strove to create a classes and DECA chapters. we must make that decision
high-quality product. I want legislators know what CTE
Everyone I spoke was about in a different era, today.
this document to be a re- with also said that CTE stu-
source that DECA mem- but they have no clue what Micah Melling
dents and CTSO leaders it is today.”
bers and officer teams can need to be more involved in
use for years to come, and I the political scene. They We, as marketing
hope this document can were all adamant that if we students and DECA mem-
serve as a springboard for become more visible to leg- bers, are leaders in our
reaching out to legislators. schools and communities. Central Region VP
islators, we can ensure a
We need to tell legislators DECA, Inc.
All of my work has brighter future for our
our stories. We need to let 2011-2012
Sources
Primary Research
 Interview with Glenn Thompson, U.S. Congressman; October 3rd, 2011
 Interview with Ashley Parker, Media Relations Specialist, ACTE; October 5th, 2011
 Interviews with Dr. Dennis Harden, Coordinator of Career Education, Missouri Department of Elementary and Secon-
dary Education; October 5th, 2011 and October 31st, 2011
 Interviews with Dr. Edward Smith, Chief of Program Administration, U.S. Department of Vocational and Adult Educa-
tion; October 6th, 2011 and October 31st, 2011
 Interview with Mitch Towne, Director, Clinton Missouri Technical School; October 6th, 2011
 Interview with Jim Langevin, U.S. Congressman; October 13th, 2011
 Speech by Brenda Dann-Messier, Assistant Secretary, U.S Department of Education; November 19, 2011
 Interview with Andrew Johnson, Grant Management Specialist, U.S. Department of Vocational and Adult Education;
November 22, 2011
Secondary Research
 http://langevin.house.gov
To view a PowerPoint
 http://thompson.house.gov
 www.acteonline.org presentation on “DECA and
 www.deca.org Politics,” please visit
 www.ed.gov www.slideshare.net/DECAInc.
 Guide to Accessing Federal Perkins Funds published by ACTE
 Career and Technical Student Organizations published by ACTE