Spending rules under the Perkins Act can sometimes hinder the goal of fully developing academic and technical skills in CTE students, as certain restrictions can limit flexibility in how funds are used, potentially preventing schools from addressing specific needs and tailoring programs to local industry demands; however, when designed effectively, spending rules can support this goal by ensuring funds are directed towards high-quality CTE programs and initiatives that prioritize both academic and technical skills development. If rules too tightly define how funds must be spent, it can prevent schools from utilizing resources in the most effective way to address unique challenges in their local area. By requiring states to identify high-demand occupations and align CTE programs accordingly, spending rules can ensure students are being prepared for relevant career pathways. Overall, the effectiveness of Perkins spending rules in achieving its goal depends on how well they are designed to balance flexibility with accountability, ensuring that funds are used strategically to support comprehensive CTE programs that develop both academic and technical skills in students.
