DECA and Politics

Dear DECA Members,

DECA has positively

changed me as a person, stu-

dent, and leader. I deeply care

about DECA and want to en-

sure that our organization has a

bright future. This is precisely

why I created this document.

Whether we realize it or

not, the government has a large

impact on DECA. With in-

creased governmental support,

our DECA chapters will be

more likely to thrive. How-

ever, if the government’s sup-

port should decrease, our chap-

ters could be in jeopardy.

To preserve a bright

future for DECA, we must un-

derstand how the government

impacts us. More importantly,

we must understand the impor-

tance of making our voices

heard. This document will help

you to better understand both

of these meaningful concepts.

Micah Melling

Central Region VP

DECA, Inc.

2011-2012

A Word from the Lead Developer Career and Technical

Education 2

DECA 3

The Perkins Act 4-5

Association for Career and Technical Educa-

tion

6

Career and Technical Education Caucus

7

DECA’s Congres-sional Advisory Board

8

The Federal Govern-

ment’s Role

9

The State Government’s

Role

10

The Importance of Member Involvement

11

Strategies for Member

Involvement

12

Why Legislators

Should Support

DECA

13

How Legislators Can

Support DECA

14

A Final Word from the

Lead Developer

15

Inside The

Publication:

With Missouri

Governor Jay

Nixon

With Brenda

Dann-Messier,

U.S. Department

of Education

Receiving an Award

of Excellence from

Missouri State Rep.

Scott Largent

Career and Techni-

cal Education focuses on

preparing youth and young

adults to be college and

career ready. Specifically,

CTE works to equip stu-

dents with core academic

skills, employability skills,

and job-specific skills.

One of CTE’s

main objectives is to pre-

pare tomorrow’s workforce

to make a positive impact

on the U.S. economy. CTE

helps students to under-

stand that their work in the

classroom directly corre-

lates to success in their fu-

ture profession.

“CTE allows stu-

dents to get a contextual

learning method. They

learn to find solutions to

problems. They better un-

derstand the importance of

what they are learning,”

says Dr. Edward Smith,

Chief of Program Admini-

stration, U.S. Department

of Vocational and Adult

Education.

CTE courses are

broken down into 16 cate-

gories, called “Career Clus-

ters.” These Career Clus-

ters include areas such as

agriculture, business man-

agement, marketing, tech-

nology, and manufacturing.

CTE is made avail-

able through a number of

outlets: middle schools,

high schools, technical cen-

ters, and postsecondary

institutions. In fact, over

14 million students partici-

pate in CTE courses every

year. Furthermore, nearly

every high school student

takes at least one CTE

course.

On the federal

level, CTE programs are

funded by the Carl D. Per-

kins Act. This act currently

appropriates approximately

$1.13 billion per fiscal year

to be shared among states.

Additionally, many

state legislatures appropri-

ate funding to help support

CTE. In many instances,

the state-level funding for

CTE monetarily exceeds

the amount of Perkins

funding a state is given.

Career and Techni-

cal Student Organizations

(CTSOs) are an instrumen-

tal part of CTE programs.

The U.S. Department of

Education recognizes 10

organizations as CTSOs.

These organizations allow

students to apply what they

have learned in the class-

room to real-world situa-

tions. Over 1.5 million

Career and Technical Education: Preparing Tomorrow’s Leaders

DECA and Pol i t ics February, 2011

students hold membership

in CTSOs each school

year.

“I think CTSOs

are incredibly important.

They are a prerequisite to a

successful career,” says

Glenn Thompson, Co–

Chair of the Congressional

CTE Caucus. “Being in-

volved in CTSOs helps

students to learn about

public policy, leadership,

and career fields. They

also make it easy for stu-

dents to link to other peo-

ple and make connec-

tions.”

Clearly, CTE and

CTSOs are growing, be-

coming increasingly preva-

lent and important in the

world of education.

Career and Technical Student Organizations

Business Professionals of America

DECA

Future Business Leaders of America

Family Career and Community Leaders of America

Health Occupations Students of America

National FFA Organization

National Young Farmer Educational Association

National Postsecondary Agricultural Student

Organization

SkillsUSA

Technology Student Organization

DECA: A Powerful Student Organization DECA is a Career

and Technical Student

Organization that was

founded in 1946.

With over

200,000 members who

are present in all 50 states

and nine countries,

DECA is one of the larg-

est student organizations

in existence.

DECA’s goal is to

prepare emerging leaders

and entrepreneurs in mar-

keting, management, hos-

pitality, and finance. In

fact, over 85% of mem-

bers are interested in fur-

ther studying the forego-

ing career pathways.

DECA members

are among the brightest

students in high schools

around the world. Over

85% percent of members

report having an A or B

average. DECA mem-

bers also take more Ad-

vanced Placement and

College Credit classes

than other high school

students.

DECA is finan-

cially supported by over

60 businesses and institu-

tions, known as the Na-

tional Advisory Board. In

addition to supplying fi-

nancial assistance, these

businesses provide judges

for competitive events as

well as general advocacy.

Additionally,

DECA is supported by a

Congressional Advisory

Board (CAB). The CAB

is a collection of 31 mem-

bers of the U.S. Congress

who support Career and

Technical Education, spe-

cifically DECA.

DECA continues

to grow and cement itself

as one of the premier

educational opportunities

for high school students.

DECA employs over 30 staff members at

their headquarters in Reston, Virginia.

DECA’s Attributes and

Values are: Compe-

tence, Innovation, In-

tegrity, Teamwork.

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 elects five National Of-

ficers at their International Ca-

reer Development Conference

each spring: a President and

four Regional Vice Presidents.

Over 15,000 students and

advisors attend DECA’s

annual International Career

Development Conference.

National DECA is divided

into four regions: Central,

Southern, Western, and

North Atlantic.


What Exactly is the Perkins 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.

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.


More Important Information about Perkins


On the local level, can Perkins funds be used specifically

for CTSO activities? The answer is “yes” and “no.” CTSOs

are only a “permissible” use of Perkins funds. School districts

may choose to specifically allocate funds for CTSOs if they

believe that action can help improve student achievement and

meet their accountability requirements. In most cases, Perkins

funds cannot be used to register students for conferences or

pay for overnight stays. Perkins funds may only be used for

these purposes when dealing with “special populations,” which

include students who are disabled, economically disadvan-

taged, or non-traditional. Perkins funds may also be used to

reimburse chapter advisors for travel expenses. Additionally,

these funds can possibly be used to purchase materials that

help students prepare for competition, but only if the materials

closely relate to the classroom curriculum.

On the state level, can Perkins funds be used specifically

for CTSOs? Under the Perkins Act, state education depart-

ments are not required to allocate funding for CTSOs. CTSOs

are specifically listed as a “permissible” use of Perkins funds,

not a “required” use. However, many state education depart-

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.

Important Terms and Definitions

Appropriation: the amount of money Congress decides

to spend on a certain program. Congress determines

appropriations for every fiscal year.

Basic State Grant for the Perkins Act: the amount of

Perkins funding each state receives in a fiscal year. The

U.S. Department of Education has a formula that deter-

mines how much money each state should receive.

Federal Fiscal Year: the accounting period for the fed-

eral government that begins on October 1 and ends of

September 30. A fiscal year is designated by the calendar

year in which it ends.

Omnibus Bill: a single bill that packages several legisla-

tive measures together or combines diverse subjects into

a single proposal.

Reauthorization: the process of revising a piece of leg-

islation and addressing programs, regulations, funding,

and policies.

ACTE: Providing Advocacy on Key Issues The Association

for Career and Techni-

cal Education (ACTE)

is the United States’

largest organization that

is dedicated to the ad-

vancement of Career

and Technical Educa-

tion.

One of ACTE’s

largest functions is to

inform and educate fed-

eral legislators about the

importance of Career

and Technical Educa-

tion.

ACTE also

monitors a number of

legislative issues that

have an impact on edu-

cation, specifically

CTE. These issues in-

clude: the Perkins Act,

High-School Reform,

Postsecondary Access

and Completion, and

Workforce Develop-

ment.

“ACTE is ex-

tremely passionate

about advocating for

CTE. ACTE is a mem-

bership organization

made up of CTE educa-

tors and administrators.

We care about public

policies concerning

CTE because our mem-

bers care about CTE,”

says Ashley Parker, Me-

dia Relations Specialist

for ACTE.

ACTE strongly

encourages CTE stu-

dents, teachers, and sup-

porters to reach out to

their members of Con-

gress. In fact, on ACTE’s

website, there is an

“action center” that pro-

vides several excellent

resources when working

with legislators.

“If you’re not get-

ting your voice heard,

funding will be cut,” says

Ms. Parker. “It’s also im-

portant to speak out

about the impact of CTE

to the general public. If

no one is speaking up,

there won’t be a backlash

if funding is cut.”

As we can see,

ACTE provides valuable

resources and advocacy

that benefit CTE and

CTSOs. This organiza-

tion is vital to ensuring a

bright future for CTE

programs.

For more infor-

mation on ACTE, go to

acteonline.org.

ACTE: A Helpful Resource

As stated in the above story, one of

ACTE’s main focuses is reaching out to federal

legislators. ACTE also encourages CTE stake-

holders to join together, become involved, and

make their voices heard in the world of politics.

ACTE can be an excellent resource

when reaching out to legislators. Their website

(acteonline.org) features the latest news on the

Perkins Act and other relevant legislation. Their

advocacy team can also answer questions and

provide the most recent information about the

Perkins Act.

ACTE is present in all 50 states. When

reaching out to state legislators, your state’s

ACTE can be a helpful resource. They can pro-

vide valuable insight and useful recommenda-

tions. They can also assist with coordinating

activities at the state capital.

ACTE Conferences

National Conference. Each November, ACTE hosts a

national conference in a major U.S. city. The annual

ACTE National Conference brings together thousands of

CTE educators, administrators, advocates, and students.

This conference gives all participants an opportunity to

collaborate on ways to improve CTE . Attendees have the

opportunity to participate in workshops, listen to exciting

keynote speakers, and network with CTE supporters from

across the nation. The 2011 ACTE National Conference

was held in St. Louis, Missouri.

National Policy Seminar. Each March, ACTE hosts

their National Policy Seminar in Washington, D.C. At this

seminar, attendees sharpen their advocacy skills, meet with

members of Congress, and hear from national leaders in

education. Members of ACTE’s advocacy team also pre-

sent the latest information on the Perkins Act and other

relevant legislation.


Launched in 2007,

the Career and Technical

Education Caucus is com-

mitted to ensuring a

bright future for CTE

programs across the na-

tion.

The caucus was

originally co-chaired by

U.S. Representatives

Brian Baird (D-WA) and

Phil English (R-PA).

Today, the caucus

is co-chaired by Glenn

Thompson (R-PA) and

Jim Langevin (D-RI).

Currently, 56 members of

the U.S. House of Repre-

sentatives sit on the CTE

Caucus.

“Our main objec-

tive is to raise general

awareness about the im-

portance of CTE jobs and

meet the needs of the

CTE community,” ex-

plains Congressman

Thompson. “Another

one of our main focuses

is educating legislators on

CTE and its importance

in the educational sys-

tem.”

Also, it is impor-

tant to note that the CTE

Caucus is a bipartisan

group.

“The CTE Cau-

cus gives all members of

Congress an opportunity

to collaborate on a sub-

ject they have a passion

for,” says Congressman

Langevin.

After the $140

million cut to the Perkins

Act, the CTE Caucus

worked to restore funding

in Fiscal Year 2012. To-

gether, Congressman

Thompson and Congress-

man Langevin wrote a

letter to members of the

appropriations commit-

tees. This letter requested

that Perkins funding be

appropriated at $1.27 bil-

lion for Fiscal Year 2012,

which would restore

funding to the level it was

before the 2011 cut. The

letter was co-signed by

over 50 federal legislators.

Despite these ef-

forts, the Perkins Act was

not appropriated at $1.27

billion for Fiscal Year

2012. However, these

endeavors helped to pre-

vent further reductions to

Perkins funding.

All members of

The Congressional CTE Caucus: Educating and Informing

For more

information on the

CTE Caucus,

please visit

www.acteonline.org

/ctecaucus.aspx.

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.”

the CTE Caucus encour-

age citizens to contact

their U.S. Representative

and ask him/her to join

the CTE Caucus. With

more support, CTE will

become stronger.


Senators (9):

Thad Cochran - Mississippi

Kent Conrad - North Dakota

Mark Kirk - Illinois

Carl Levin - Michigan

Richard Lugar - Indiana

Ben Nelson, Nebraska

J.D. Rockefeller, IV - West Virginia

Jon Tester - Montana

Ron Wyden - Oregon

Representatives (21):

Rob Bishop - Utah

John Boehner - Ohio

Dave Camp - Michigan

Shelly Capito - West Virginia

John Duncan, Jr. - Tennessee

Current Members of DECA’s CAB

DECA’s Congres-

sional Advisory Board

(CAB) is a voluntary,

nonpartisan association of

national decision-makers

who are committed to

supporting Career and

Technical Education.

Currently, nine

U.S. Senators and twenty-

one U.S. Representatives

sit on the CAB.

DECA does not

require the members of

the CAB to take any spe-

cific actions. Joining the

CAB is simply a way for

legislators to signify they

support both CTE and

DECA.

Members of the

CAB are recognized in

several ways. They are

featured in DECA Dimen-

sions (the organization’s bi

-monthly magazine), on

deca.org, and in the Inter-

national Conference pro-

gram.

“Having the sup-

port of the U.S. Congress

and Department of Edu-

cation sets DECA apart

from our competitors.

Building awareness and

reporting our impact are

critical to maintaining our

unique positions with lo-

cal, state, and federal pol-

icy makers,” says John

Fistolera, Assistant Execu-

tive Director of Corporate

and External Affairs,

DECA, Inc.

Norman Dicks - Washington

Jeff Fortenberry - Nebraska

Gene Green - Texas

Ralph Hall - Texas

Vicky Hartzler - Missouri

Blaine Luetkemeyer -Missouri

Kenny Marchant - Texas

Michael McCaul - Texas

Jerry McNerney - California

Devin Nunes - California

Gary Peters - Michigan

Nick Joe Rahall, II - West Virginia

Denny Rehberg - Montana

Silvestre Reyes - Texas

Pete Sessions - Texas

Fred Upton - Michigan

DECA’s Congressional Advisory Board For more information

on the CAB…

View the “Political

Outreach Kit”

found on DECA’s

SlideShare Ac-

count.

Visit deca.org.

Contact John Fis-

tolera

(john_fistolera@

deca.org).


The United States

Congress plays a large role

in the livelihood of Career

and Technical Education.

For each fiscal year,

Congress appropriates the

amount of funding in the

Perkins Act.

When the Perkins

Act was reauthorized in

2006, Congress appropri-

ated funding at $1.27 billion

per fiscal year. In fact, the

Perkins Act was practically

flat-funded at $1.27 billion

from 2002 until 2011.

However, in February of

2011, Congress reduced this

appropriation by $140 mil-

lion.

In December of

2011, Congress passed an

omnibus funding package

that included the appropria-

tion for the Perkins Act for

Fiscal Year 2012. In this

legislation, the Perkins Act

was level-funded at Fiscal

Year 2011 levels.

Congress is in-

volved with the reauthori-

zation process, as well. The

members of Congress ulti-

mately determine the spe-

cific programs, regulations,

and requirements that are a

part of each revision to the

Perkins Act. Congress also

determines when to reau-

thorize the Perkins Act.

The Role of the U.S. Congress

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.

House Leadership for 2011-2012

Speaker of the House: John Boehner

Majority Floor Leader: Eric Cantor

Majority Whip: Kevin McCarthy

Minority Floor Leader: Nancy Pelosi

Minority Whip: Steny Hoyer

Senate Leadership for 2011-2012

President of the Senate: Joe Biden

President Pro Tempore: Daniel Inouye

Majority Leader: Harry Reid

Assistant Majority Leader: Richard Durbin

Minority Leader: Mitch McConnell

Assistant Minority Leader: Jon Kyl

Usually, education legisla-

tion is scheduled to be reau-

thorized every 6 years, but

these timetables are often

adjusted.


Why the State Government Matters What impact do state leg-

islatures have on CTE?

Many state legislature ap-

propriate funds to help run

their state’s CTE programs.

This funding is different

from the Perkins funding

their state receives. Gener-

ally, the state-level funding

for CTE monetarily exceeds

the amount of Perkins

funding a state is given. In

some cases, a state legisla-

ture only gives their educa-

tion department the money

and does not specify how

the funds must be used.

Please note that not all state

legislatures appropriate

funding for CTE. Some

states operate their CTE

programs solely on Perkins

funding.

How is a state education

department involved with

CTE?

A state education depart-

ment is part of a state’s gov-

ernment and operates

through funding appropri-

ated by their legislature.

Primarily, a state education

department is charged with

distributing Perkins funds

and/or state-level funds to

school districts and postsec-

ondary institutions. Many

education departments also

focus on professional devel-

opment for teachers as well

as curriculum creation.

Some states even have a

department specifically fo-

cused on CTE.

How is a state education

department involved with

the federal Perkins Act?

State education departments

determine how their state

will use the Perkins funds

they have been given. After

the 2006 reauthorization of

the Perkins Act, each state

education department de-

veloped a State Plan, which

explained how the state will

use their Perkins funds and

how they will operate their

CTE programs. If applica-

ble, in the State Plan, states

also outlined how they plan

to use the funds they have

been given by their state

legislature. Additionally,

state education departments

are charged with distribut-

ing Perkins funds to local

recipients. State education

departments also approved

each school district’s and

postsecondary institution’s

Local Plan, which explained

how these entities intend to

use the funds they have

been given.


How does a state educa-

tion department influ-

ence CTSOs?

Many state education de-

partments choose to pro-

vide state advisors to run

CTSOs. In most cases,

state advisors are paid with

federal Perkins funds

and/or state-level funding

for CTE. A state advisor is

often able to use the educa-

tion department’s resources

to help run the organiza-

tion. For example, they

may have the education

department’s audio/visual

crew help produce a state

conference. Another exam-

ple would be that the state

advisor could use the edu-

cation department’s profes-

sional printing services to

print conference materials.

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.

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.

Government has

both a direct and indirect

impact on DECA chapters.

Therefore, DECA members

should have a vested inter-

est in gaining the support of

both state and federal legis-

lators.

Government di-

rectly impacts DECA be-

cause many state education

departments provide a state

advisor to administer the

program. State education

departments pay DECA

state advisors with federal

Perkins funds and/or state-

level funding for CTE. A

state education department

may also provide general

support for running confer-

ences and giving opportuni-

ties to members.

Both state and fed-

eral levels of the govern-

ment also have an indirect

impact on CTSOs like

DECA. Both of these levels

of government provide the

funding for Career and

Technical Education. Be-

cause CTE classes are the

basis for CTSOs, legislation

that affects CTE also im-

pacts CTSOs.

If a CTE program

is weakened through a re-

duction in funding, the

CTSOs associated with it

will also be weakened. On

the local level, reductions in

funding could mean that

some marketing teachers

have to be let go, fewer

marketing classes will be

offered, or classroom mate-

rials won’t be p to date.

Furthermore, re-

ductions in funding for

CTE may have conse-

DECA Members: The Importance of Getting Involved


quences as serious as school

districts eliminating market-

ing programs. If a school

district does not offer mar-

keting classes, they will not

have a DECA chapter.

On the state level, if

funding is severely reduced,

some state education depart-

ments may opt to not ad-

minister CTSOs, or they may

choose to only administer a

few of them.

Clearly, the govern-

ment has a large impact on

CTE programs and, by asso-

ciation, CTSOs.

Reaching out to leg-

islators has never been more

important for DECA mem-

bers to do. Federal funding

for CTE was cut by $140

million in 2011. State-level

funding was also reduced in

some states during 2011.

There are threats

that the federal Perkins Act

could suffer more signifi-

cant cuts in the near future.

State-level funding for CTE

might be further reduced in

some states, as well. More

reductions in funding will

have a serious, negative im-

pact on CTE and CTSOs.

To preserve a

bright future for our organi-

zation, we must get involved

in the political scene and

make our voices heard.

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.

Target Audience

Both state and federal

legislators are the target

audience because they

ultimately determine the

level of funding for CTE,

which greatly impacts

CTSOs.

Strategies for Member Involvement

To view a Political Outreach Kit, please visit slideshare.net/DECAInc.


Everyday, both

state and federal legislators

are bombarded with lobby-

ists and competing interests.

With everything they have

going on, why should they

care about Career and Tech-

nical Education? What

makes CTE stand out

among all of the other po-

litical topics?

One of the largest

reasons that legislators

should support CTE is be-

cause CTE-based jobs and

programs are found

throughout the U.S.

“Concerning fed-

eral legislators, in all 435

Congressional Districts,

there are CTE-based jobs.

It’s a national issue that all

members of Congress

should be vested in,” says

Congressman Glen Thomp-

son, Co-Chair of the CTE

Caucus.

CTE is also one of

the driving forces behind

preparing students for high-

skill, high-wage jobs. With a

more prepared and compe-

tent workforce, the Ameri-

can economy will be more

likely to thrive.

“It’s vitally impor-

tant for legislators to sup-

port CTE. CTE prepares

students for 21st Century

jobs. It’s important that

policy makes know that em-

ployers are looking for stu-

dents who are prepared to

work in high-skilled areas,”

says Congressman Jim

Langevin, Co-Chair of the

CTE Caucus.

Congressman Glen

Thompson agrees. “Having

legislators that support CTE

is important. CTE is all

about America’s competi-

tiveness, creating jobs, and

having a qualified work-

force.”

Without a doubt, if

legislators support CTE,

they are making an invest-

ment in the future success

of our country.

“Investing in CTE

is wise. This is the invest-

ment we need to make,”

simply states Dr. Edward

Smith, Chief of Program

Administration, U.S. De-

partment of Vocational and

Adult Education.

As we can see,

when legislators support

CTE, they are helping to

prepare the workers and

leaders of tomorrow’s econ-

omy. They are also taking a

specific interest in many of

their constituents.

Supporting CTE

certainly provides a number

of extremely positive bene-

fits to legislators.

Why Legislators Should Support CTE

Why Should Legislators

Specifically Support

DECA?

DECA is one of the largest,

most powerful student

organizations in existence.

This organization prepares

leaders in marketing,

management, and

entrepreneurship while

teaching them to be

community oriented.

When legislators support

DECA, they are supporting

capitalism and future business

growth. Additionally, DECA

chapters exist all over the

U.S., meaning that DECA

members directly improve the

communities of many

legislators.

1. Most legislators have a CTE program

and a DECA chapter in their district or

community.

4. Supportive legislators will be seen as friends

of education.

2. CTE and DECA prepare the leaders of

tomorrow’s workforce and economy.

3. Legislators will have the opportunity to

interact with some of the best and bright-

est students.

5. Supporting CTE is a bi-partisan effort,

bringing legislators together to support a valu-

able cause.

6. Investing in the future of our country and

economy creates a sense of fulfillment.

6 Reasons Legislators Should Support CTE and DECA


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


Secondary Research

http://langevin.house.gov

http://thompson.house.gov

www.acteonline.org

www.deca.org

www.ed.gov

Guide to Accessing Federal Perkins Funds published by ACTE

Career and Technical Student Organizations published by ACTE

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

reinforced my belief that

making our voices heard in

the world of politics is ex-

tremely important. In every

interview, I asked this ques-

tion: “How important is it

for CTE students to reach

out to legislators?” I re-

ceived answers such as “it’s

critical” or “it’s vitally im-

portant.” No one said that

it was “sort of important”

or that “it didn’t matter.”

Leaders in the world of

CTE believe that we should,

without a doubt, be telling

legislators about the impor-

tance of our marketing

classes and DECA chapters.

Everyone I spoke

with also said that CTE stu-

dents and CTSO leaders

need to be more involved in

the political scene. They

were all adamant that if we

become more visible to leg-

islators, we can ensure a

brighter future for our

Developing this

document took many

months of hard work.

Whether I was researching,

interviewing, writing, or

editing, I strove to create a

high-quality product. I want

this document to be a re-

source that DECA mem-

bers and officer teams can

use for years to come, and I

hope this document can

serve as a springboard for

reaching out to legislators.

All of my work has

classes and organizations.

Dr. Edward Smith

of the U.S. Department of

Education brought up an

extremely interesting point

that I would like to share

with you.

“We, as stake-

holders in CTE, don’t do a

good job of telling our sto-

ries. Many legislators don’t

know what CTE is all about.

We need to get out and tell

our stories. We are not the

vocational education of the

past that was only for stu-

dents who weren’t poised

for academic success. Some

legislators know what CTE

was about in a different era,

but they have no clue what

it is today.”

We, as marketing

students and DECA mem-

bers, are leaders in our

schools and communities.

We need to tell legislators

our stories. We need to let

A Closing Message from the Lead Developer them know that we are

“academically prepared,

community oriented, pro-

fessional responsible, ex-

perienced leaders.” We are

the business leaders and

entrepreneurs of tomorrow.

We embody all of these

characteristics because of

marketing education and

DECA.

If we don’t step up

and tell our stories, our

chapters could be in jeop-

ardy. To preserve a bright

future for DECA, we must

not be afraid to make our

voices heard. Collectively,

we must make that decision

today.

Micah Melling

Central Region VP

DECA, Inc.

2011-2012

To view a PowerPoint

presentation on “DECA and

Politics,” please visit

www.slideshare.net/DECAInc.

DECA and Politics

Education

Transcript of DECA and Politics