Terms and Definitions

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Career & Technical Student Organizations (CTSO)
These are organizations specifically for students enrolled in CTE programs. These organizations engage students through focus on CTE application activities such as developing and practicing leadership roles and applying specific occupational and academic content knowledge as an integral part of the instructional program.

Career Clusters
The National Career Clusters™ Framework is comprised of 16 Career Clusters™ and related Career Pathways to help students of all ages explore different career options and better prepare for college and career.  Each Career Cluster represents a distinct grouping of occupations and industries based on the knowledge and skills they require. The 16 Career Clusters and related Career Pathways provide an important organizing tool for schools to develop more effective programs of study (POS) and curriculum. 

Career Pathway
A career pathway is a pre-planned, sequential, and approved program of study. Career pathways should provide students effective technical and academic preparation for entry into high-skill, high-wage, and high-demand occupations while preparing for postsecondary learning.

Career Technical Education Program of Study
A program of study is a set of three (3) or more CTE courses that must:

1. Incorporate secondary education and postsecondary elements;
2. include academic and career and technical content in a coordinated, non-duplicative progression of courses; and
3. lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or bachelor's degree.

Nontraditional Career
According to the US Department of labor, a nontraditional career is one where one gender comprises less than 25% of those employed. Nontraditional careers offer several advantages such as:

• Job Security –- Nontraditional fields, such as information technology, nursing, and engineering, often experience a labor shortage, so there is high demand for skilled employees in those occupations.
• Money – Women who work in nontraditional fields can expect lifetime earnings of 150 percent or more than those in traditionally female occupations.
• Business Advantage – Research shows a diverse workforce is more innovative, productive, and creative.

Perkins Act
The Carl D. Perkins Vocational and Technical Education Act was first authorized by the federal government in 1984 and reauthorized in 1998. Named for Carl D. Perkins, the act aims to increase the quality of technical education within the United States in order to help the economy. 

On August 12, 2006 President George W. Bush signed into law the reauthorization of the Act of 1998. The new law, the Carl D. Perkins Career and Technical Education Improvement Act of 2006, was passed almost unanimously by Congress in late July, 2006.
The new law includes three major areas of revision:

1. Using the term "career and technical education" instead of "vocational education"
2. Maintaining the Tech Prep program as a separate federal funding stream within the legislation
3. Maintaining state administrative funding at five percent of a state’s allocation

The new law also includes new requirements for “programs of study” that link academic and technical content across secondary and postsecondary education, and strengthened local accountability provisions that will ensure continuous program improvement.

The Perkins Act provides almost $1.3 billion in federal support for career and technical education programs in all 50 States, including support for integrated career pathways programs. The law will extend through 2012.

Specialized populations
As defined by Perkins IV, groups that are considered specialized populations include the following:

• Individuals with disabilities
• Individuals from economically disadvantaged families, including foster children
• Individuals preparing for nontraditional training and employment
• Single parents, including single pregnant women
• Displaced homemakers
• Individuals with other barriers to educational achievement, including individuals with limited English proficiency

Structured Learning Experiences (SLE)
Experiential, supervised, in-depth learning experiences that are designed to offer students the opportunity to more fully explore career interests within one or more of the career clusters, as described in N.J.A.C., Career education and counseling. NJAC 6A:19-1.2