Occupations or fields of work for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work. For example, Nursing is a nontraditional occupations/field of work for males because more than 25% of that population is female.
CARL V. PERKINS IV LEGISLATION:
- Any reference in Perkins IV to “special populations” includes students preparing for nontraditional training and employment
- Perkins established a state performance accountability system (core indicators) designed to assess the effectiveness of the state in achieving statewide progress in the participation and completion of nontraditional training and employment programs. The nontraditional core indicators are 6S1 and 6S2.
OTHER FEDERAL LEGISLATION:
- Education Amendment of 1972; Title IX-Federal law to prohibit gender discrimination in education—regulations require that schools take steps to ensure that disproportionate enrollment of students of one gender in a course is not the result of discrimination. More detailed information is located at http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr106.html
Local Education Agency Accountability:
Two different methods of evaluation/review are used by the state to assist local systems in their compliance of federal legislation regarding Perkins funding and gender equity:
CTAE Program Reviews
- Required by Perkins
- Conducted with 1/5 of systems annually
- Serves as mechanism for evaluation both internally and externally
- Provides professional learning for review teams
Methods of Administration (MOA) Compliance Reviews
- Required by Office for Civil Rights
- Conducted in 5 systems per year based on a federally approved targeting plan
- Serves as a mechanism for evaluation both internally and externally
- Provides professional learning for compliance review teams
Keeping accurate documentation of non-traditional education progress made for each Georgia school system is critical to measure continuous improvement in program concentrations and pathways. Links below will take visitors to the 5-Step Model for increasing student participation in nontraditional programs. This model will include the gathering and analysis of data (local, system and state), the identification of root causes, the selection of strategies (solutions) to address the specific root causes, pilot test and evaluation of strategies, and the implementation of strategies.
These links provide connections to an introductory professional learning power point; a webinar session on the 5-step process to complete the Local Plan (Special Populations Student Support Program-G, Grant Section Core Indicators/Performance Measures Form-6S1 and 6S2; documents to assist in the 5-Step Process devoted to the continuous improvement of student participation and completion in nontraditional training and employment programs further identified in Georgia as Georgia Career Pathways.