Provided grants of land to states to finance the establishment of colleges specializing in “agriculture and the mechanic arts.”
Authorized federal funds for the establishment and support of secondary and postsecondary vocational training in agriculture, home economics, and trades and industry
The George-Reed Act focused only on agriculture and home economics. It removed home economics from the trade and industrial sections of the Smith Hughes Act. It allotted no funding, and had a five year term limit. It did however authorize annual appropriations.
Replaced the George-Reed Act. It brought the total federal supplement for vocational agriculture and home economics to $3 million each. The law also made available—for the first time—federal funds to train teachers, and to supplement teachers’ salaries for distributive education.
Authorized funds for the vocational areas of distributive occupations and teacher education
The George Barden Act amended the George-Deen Act, and allotted $34 million towards the programs specified in the George-Deen Act. It was even more flexible than the George Deen act, and could be distributed by the state boards of vocational education in four specific fields. It allowed for funds to be used for state director salary and expenses; vocational counselor salary and expenses; training and work experience programs. It could also be used for out of school youth programs, and to support travel associated with the FFA, and the NFA. and the New. Money could also be used to purchase or rent any equipment necessary for vocational instruction, teacher training, guidance, and research.
The health Amendments Act of 1956 added Title II to the Vocational Education Act of 1946. It authorized an appropriation not to exceed $5,000,000 for the fiscal year ending June 30, 1957, and for each of the next four fiscal years, for the purpose of extending and improving practical nurse training. P.L. 87-22 extended this appropriation authorization an additional four years, to June 30, 1965, and deleted the phrase requiring extension and improvement.
Provided federal support to state and local school systems for strengthening instruction in science, mathematics, and foreign languages and provided funds to support technical programs, vocational guidance, training programs, and training institutes
An expansion of the Area Redevelopment Act of 1961. Provided advanced technical training to the unemployed and those considered the victims of automation.
Authorized federal funds to support residential vocational schools, vocational work-study programs, research, training, and demonstrations in vocational education as well as business education
(Amended) emphasized vocational programs at the postsecondary level and added cooperative education
(Amended) introduced special programs to the disadvantaged and included support for industrial art programs
(Amended) established the community schools concept and the basic skills program. It aimed at improving student achievement in reading, mathematics, and written and oral communication
Aimed at expanding, improving, modernizing, and developing quality vocational education programs to meet the needs of the workforce and promote economic growth as well as meet the needs of specific populations, including handicapped and disadvantaged individuals
Aimed at providing greater vocational opportunities to disadvantaged individuals and assisting states and local school systems in teaching the skills and competencies necessary to work in a technologically advanced society to all students. The act provided funds for the integration of academic and vocational education and Tech Prep programs
Enacted within the context of educational reform. American youth not being adequately prepared to meet technological an global industry needs.
Gave states and local school agencies greater flexibility to develop CTE programs while making them more accountable for student performance. The act also focused on funding formulas, Tech Prep, school-to-work, gender equity, and students with disabilities
Aimed at focusing on the academic achievement of career and technical education students, strengthening the connections between secondary and postsecondary education, and improving state and local accountability