“The Equity Professional’s Knowledge Series”

“U d t di P ki IV i “Understanding Perkins IV in Historical & Current Context”

June 28, 2012 at 3:00 (ET)

©NAPE 2012

Presenters

• Barbara Bitters, former Assistant Director of the CTE Team, former civil rights compliance the CTE Team, former civil rights compliance coordinator (MOA), former director of the Equity Mission Team, former Sex Equity Administrator, former Sex Equity Coordinator, all at the Wisconsin Department of Public Instruction 1978-2012 bitteba@uwalumni.com

• Mimi Lufkin CEO National Alliance for • Mimi Lufkin, CEO, National Alliance for Partnerships in Equitymimilufkin@napequity.org

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“The Equity Professional’s Knowledge The Equity Professional s Knowledge Webinar Series”

June 28, 2012: Understanding Perkins IV in Current & Historical Context

August 23, 2012: Perkins Equity Professional’s Roles & Responsibilities

October 25, 2012: Data Collection, Needs Assessment, and Accountability

December 13, 2012: Program Planning, Implementation, and Evaluation

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Agenda• Early Gender Equity Issues-the goals

of public policyof public policy

Overview of Title IX of the Education • Overview of Title IX of the Education Amendments of 1972

• Evolution of Perkins and the influence of policy changes in other federal d i lieducation policy

• Discussion

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Public Policy Objectives

REDUCE FEMALE AND FAMILY REDUCE FEMALE AND FAMILY POVERTY

Eliminate bias, stereotyping and discrimination in the pipeline and promote higher wage, higher benefit occupations; higher wage, higher benefit occupations;

or

Pay equityy q y

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Early Gender Equity Issuesy q y

• Gender-role stereotypes in school settings Gender role stereotypes in school settings and materials.

• The use of biased materials resulting in detrimental effects on self-image opinions detrimental effects on self-image, opinions toward other groups, social problems and philosophies of life.Inapp op iate co nseling into se• Inappropriate counseling into sex-stereotyped or low wage occupations.

• Guidance into sex-stereotyped courses or ypactivities

• Inadequate or uninformed board policies re: pregnant girlsre: pregnant girls.

• Title IX compliance.©NAPE 2012

Early Gender Equity Issuesy q y• Sex-related student assignment to

classroom/school and within the classroom.

• Exclusion of women and girls or boys and men from nontraditional boys and men from nontraditional careers.

• Different teacher pay, employment Different teacher pay, employment rules or benefits based on sex.

• Sexual harassment awareness and li d l t d policy development and

implementation.• Lack of athletic opportunities for • Lack of athletic opportunities for

girls and women.©NAPE 2012

Early Gender Equity IssuesEarly Gender Equity Issues• Over-representation of boys and

children of color in special education

• Over-representation of boys and children of color in school discipline

• Under-representation of boys and children of color in gifted and talented programs

• Under-representation of girls and children of color in elective math

dand science courses

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Important Laws

• Title IX of the Education Amendments of Title IX of the Education Amendments of 1972 and the regulation of 1975 (20 U.S.C. 1681 et seq.; P.L. 92-318) The `Patsy T. Mink Equal Opportunity in y q pp yEducation Act‘ as of October 2002

• Women’s Educational Equity Act (WEEA)Career and Technical Education Acts from • Career and Technical Education Acts from 1976-2006 (Perkins)

• OCR Guidelines in Vocational Education, 19791979

• Elementary and Secondary Education Act (ESEA) (IASA) (NCLB)( ) ( ) ( )

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1954

1964

1971 1972 1973 1974 1975

19781976 19791977

1984

1985-96

1997-2012

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JOINT RESOLUTION 113 Recognizing the contributions of Patsy T. Mink.

Whereas Patsy Takemoto Mink was one of the country's leading voices f ' i ht i il i ht d ki f ili d d t d for women's rights, civil rights, and working families and was devoted to raising living standards and providing economic and educational opportunity to all Americans; …

Whereas Patsy T. Mink's heroic, visionary, and tireless leadership to win the landmark passage of title IX of the Education Amendments of 1972 opened doors to women's academic and athletic achievements and redefined what is possible for a generation of women and for future redefined what is possible for a generation of women and for future generations our Nation's daughters:

Now, therefore, be itResolved by the Senate and House of Representatives of the United States of America in Congress assembled, That Title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.; P.L. 92-318) may be cited as the `Patsy T Mink Equal Opportunity in Education Act'may be cited as the Patsy T. Mink Equal Opportunity in Education Act .

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TITLE IX 1972 Education TITLE IX. 1972 Education Amendments“No person in the United States No person in the United States

shall, on the basis of sex, be excluded from participation in excluded from participation in, be denied the benefits of, or be subjected to discrimination

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be subjected to discrimination under any educational program or activity receiving p g y gFederal financial assistance.”

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What Does Title IX Cover?

• Admissions• Admissions

• Access to Courses or Programs

Includes Physical Education • Includes Physical Education, career and technical education, etc.

• Counseling

• Student Rules and Policies• Student Rules and Policies

• Treatment of Students

P t P ti St d t• Pregnant or Parenting Students

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What Does Title IX Cover?

• Financial Assistance

• Student Housingg

• Athletics

• Co Curricular and Extra Curricular • Co-Curricular and Extra-Curricular Activities

Employment Practices• Employment Practices

• Sexual Harassment of Students and E lEmployees

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Title IX PROCEDURAL R i tRequirements:

• Notification of Policy and AssuranceNotification of Policy and Assurance

• Self-Evaluation

• Appointment of a Responsible Person• Title IX Coordinator• Title IX Coordinator• Record Keeping

• Development and Dissemination of Policy• -Operational Guidelines

• Grievance Procedure• Grievance Procedure

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Role of the Title IX Coordinator

Preventative

PromotionalPromotional

Advocating the Elimination of Bias

Ongoing Procedural Process

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Enforcement

• Complaint Triggered• Complaint Triggered

• Compliance Review• Compliance Review

• Litigation• Litigation

• Office for Civil Rights US Department of Office for Civil Rights, US Department of Education.

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Significant ChallengesSignificant Challenges Title IX Coverage of Employment

(North Haven v. Bell (6-3))

Title IX Program Specificity or Institution Wide (Grove City College vs. Bell, 1984)( y g , )

Many Athletic Cases and Administrative Challenges-most recent the Athletic Commission Challenges most recent the Athletic Commission June 6, 2005 Supreme Court denied certiorari today in National Wrestling Coaches Association v. United States Department of Education.

OCR Must Enforce-(Adams v. Califano 1970-1987))

Single Sex provisions 2006©NAPE 2012

Significant Challenges

Sexual Harassment is unlawful sex discrimination under Title IX (Franklin v Gwinnett (County Public Schools))v. Gwinnett (County Public Schools))

Retaliation for a complaint is not lawful (Jackson 2005)lawful (Jackson, 2005)

2006 Regulation Revision-Single Sex Ed tiEducation

Lack of Enforcement

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VEA 1976 to Perkins IV VEA 1976 to Perkins IV, 2006

Sex Equity in Federal CTE PolicySe qu ty ede a C o cy

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Gender equity provisions in Gender equity provisions in Perkins

1976 Amendments-Full-time Gender Equity Full time Gender Equity Coordinator--$50 000-$50,000-Ten Functions-(there were special populations set asides in the law at this time

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New Terms Coined

• Sex Role Stereotyping

• Sex Bias

• Sex Equity• Sex Equity

• Sex Equity Coordinator

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The sex equity coordinator's responsibilities --10 functions:

1 To create awareness among vocational 1. To create awareness among vocational educators and the public …to reduce sex bias and sex stereotyping, including … the hearings and sex stereotyping, including … the hearings on the state plan;

2 To gather analyze and disseminate data on 2. To gather, analyze and disseminate data on the status of men and women students and employees …p y

3. To develop and support actions to correct problems …;p ;

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4. To review the distribution of grants and contracts … to assure that the interests and needs of women are addressed in all projects assisted under the VEA;assisted under the VEA;

5. To review all vocational education programs i th t t (i l di k t d ti in the state (including work study, cooperative, and apprenticeship programs and student placement) for sex bias;placement) for sex bias;

6. To monitor implementation of laws prohibiting sex discrimination in all hiring firing prohibiting sex discrimination in all hiring, firing and promotion procedures within the state relating to vocational education;g ;

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7. To assist local educational agencies and gother interested parties in improving vocational education op-portunities for women;

8. To make available… information developed by his or her office;

9. To review the institutional self-evaluation required by Title IX;

10.To review the five-year state plan and the annual pro-gram plan prior to their submission to the Department of Education

d t b it d ti ith t and to submit recommendations with respect to overcoming sex bias and sex stereotyping.

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Gender equity provisions in Gender equity provisions in Perkins

1984 Perkins Act1984 Perkins Act

-Full-time Gender Equity Coordinator

- $60 000$60,000

-Set-asides

3.5% Gender Equity,

8 5% Single Parent/ 8.5% Single Parent/ Displaced Homemaker

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Gender equity provisions in Gender equity provisions in Perkins

1990 Perkins Act-Full-time Gender Equity Coordinator-$60,000

-10 Functions10 Functions

-Set-asides 3% Gender Equity, 7% SP/DH, .5% either

S i l l ti fSpecial population focus

1996 IASA

1998 Perkins Act1998 Perkins Act-State Leadership Set-aside ($60,000-$150,000)

-Accountability Measure

-Language sprinkled throughout the Act©NAPE 2012

Gender equity provisions in Gender equity provisions in PerkinsNo Child Left Behind Act of 2001

2006 Perkins Act

-State Leadership Set-aside ($60,000-p ($ ,$150,000)

-Accountability Measure instead of Set-idaside

-Improvement plans and sanctions

-Language sprinkled throughout the Act

R i d f l l f d-Required use of local funds

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Big Ideas in Perkins IV

Programs of Study

-Academic and technical integrationg

-Transitions/expanding PS CTE

Goal to Prepare Students for PS Goal to Prepare Students for PS education, not entry level jobs

D t d A t bilitData and Accountability

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Perkins IV

• State Plan*

• Improvement Plans *

• State Leadershipp

• CAR Report

• Local Plan*

• Local Uses of Funds*• Local Uses of Funds

• Tech Prep –No Longer Separately funded

• Local Report• Local Report

* New equity provisions©NAPE 2012

Bi IBig Issues

• High skill, high wage or high demand

• Accountability measures for secondary Accountability measures for secondary different than for postsecondary

• Federal sanctions on States for not meeting performance measures

• State to local performance measure negotiation-some states are just starting this process

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Bi IBig Issues

• State sanctions on Locals for not meeting performance measuresmeeting performance measures

• Performance measure gap closing

f d• Disaggregation of data

• Required Use of Local Funds

• Local report

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D fi i iDefinitions• Special Populations • Special Populations

• Self-sufficiency defined in conference reportconference report

• “a standard of economic i d d th t id independence that considers a variety of demographic and geographic factors as adopted geographic factors, as adopted, calculated, or commissioned by a local area or State”

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Special Populations

• Individuals with disabilities;;

• Individuals from economically disadvantaged families, including disadvantaged families, including foster children;

• Single parents including single Single parents, including single pregnant women

• Displaced homemakers; and• Displaced homemakers; and

• Individuals with limited English proficiencyproficiency

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Nontraditional Fields

O ti fi ld f k Occupations or fields of work, including careers in computer science, technology and other emerging high technology, and other emerging high skill occupations, for which individuals from one gender comprise less than g p25 percent of the individuals employed in each such occupation or field of work.

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S PlState PlanNew special populations provisions:

• Graduate from high school with a diploma

• Postsecondary transition

• High skill, high wage, or high demand High skill, high wage, or high demand occupations

• Comprehensive professional Comprehensive professional development to improve instruction for special populationsp p p

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S L d hiState Leadership

Required use of funds….

E t i t t h l fi ld i l di • Entry into technology fields, including nontraditional fields

P f i l d l• Professional development

• Exposing special populations to high skill, high wage occupations

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S L d hiState Leadership

Permissible uses of funds…

Improvement of career guidance and d i li th t academic counseling programs that

expose students to high skill, high wage and nontraditional fieldsand nontraditional fields

Overcoming barriers for special populations to transition from sub-p pbaccalaureate CTE programs to baccalaureate degree programs

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S L d hiState Leadership

Permissible uses of funds

Support new programs in high skill, high Suppo t e p og a s g s , gwage or high demand occupations

Award incentive grants for exemplary Award incentive grants for exemplary performance

Exceeding local performance measuresExceeding local performance measures

Special populations progress

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L l PlLocal Plan

Describe how LEA will provide activities to prepare special activities to prepare special populations, including single parents and displaced homemakers for high and displaced homemakers, for high skill, high wage, or high demand occupations that will lead to selfoccupations that will lead to self-sufficiency

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d f l dRequired Use of Local Funds

Provide activities to prepare special populations including single parents populations, including single parents and displaced homemakers, for high skill high wage or high demand skill, high wage, or high demand occupations that will lead to self-sufficiencysufficiency

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f l dPermissive Use of Local Funds

Initiatives to overcome barriers to enrollment in and completion of enrollment in and completion of baccalaureate degree programs for special population studentsspecial population students

Develop new CTE programs of study in hi h kill hi h hi h d d high skill, high wage, or high demand occupations and dual credit

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Supportive Services

Named in conference report as transportation, child care, dependent care, p ptuition, books, and supplies and other services

May use Perkins funds for this purpose for special populations participating in CTE

Supplement not supplant

Address barriers to participation in CTEAddress barriers to participation in CTE

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AccountabilityState and local report requires disaggregated data

• Gender

• Race/ethnicity

• Individuals with disabilities• Individuals with disabilities

• Migrants

• Individuals with limited English proficiencyg p y

• Individuals from economically disadvantaged families including foster children

• Single parents including single pregnant women• Single parents, including single pregnant women

• Displaced homemakers

• Individual preparing for nontraditional fields

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A biliAccountability

State and local report requiresIdentify and quantify any gaps in performance between disaggregated student populations and all CTE students

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Core Indicators Secondary Level

1S1 - Academic Attainment in Reading 1S1 Academic Attainment in Reading /Language Arts

1S2 - Academic Attainment in Mathematics 2S1 - Technical Skill Attainment 3S1 - Secondary School Completion y p4S1 - Student Graduation Rate 5S1 - Secondary Placement y6S1 - Nontraditional Participation 6S2 - Nontraditional Completion 6S2 Nontraditional Completion

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Core Indicators Postsecondary Level

1P1 - Technical Skill Attainment

2P1 - Credential, Certificate or Diploma 2P1 Credential, Certificate or Diploma

3P1 - Student Retention or Transfer

4P1 - Student Placement

5P1 - Nontraditional Participation 5P1 Nontraditional Participation

5P2 - Nontraditional Completion

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Improvement Plans Improvement Plans (State and Local)

• Does not meet 90% of ANY measure in the first yearthe first year

• Shows improvement the following year but still does not meet 90% of that or ANY still does not meet 90% of that or ANY measure in year two

• Plan must address performance gaps • Plan must address performance gaps between disaggregated populations and all CTE studentsCTE students

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Questions, Comments, and Discussions

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Period of Original

Evolution of Educational Equity Goals

Rationale for EducationalOriginal

AppearanceEquity GoalsBitters and Keyes, 1996

Educational Equity

Mid-1960’s and on

Equal opportunity, access, and treatment Eliminate

Fairness and on and treatment. Eliminate

discrimination.

Mid-1970’s and on

Move beyond equal access. Eliminate stereotyping, bias and harassment Need for

• Changing social and economicand harassment. Need for

intervention, affirmative steps, and infusion of

economic conditions

• Social equity. costs of

inequity ©NAPE 2012

Mid-1980’s and on

Equal outcomes of educational programs. Need to restructure schools

Educational Excellence

and the curriculum, instructional methods and supports services that students need to succeed.

Mid-1990’s and on

Concerns and Interventions in: 1. power relationships; 2 i i f d

• Student Engagement

d2. intersections of gender, race, culture, disability, class, and sexual orientation which collide to influence t hi d l i

and Success.

• Re-Visioningteaching and learning; 3. ways particular versions of knowledge may distort, ignore or

Re Visioning society to equalize powersilence individuals and groups.

4, Ongoing recognition that individual’s culture and experience affect learning

power relationships and realize

and educational outcomes. social justice

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