[Congressional Bills 111th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3398 Introduced in House (IH)]
111th CONGRESS
1st Session
H. R. 3398
To establish partnerships to create or enhance educational and skills
development pathways to 21st century careers, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
July 29, 2009
Mr. Tierney introduced the following bill; which was referred to the
Committee on Education and Labor
_______________________________________________________________________
A BILL
To establish partnerships to create or enhance educational and skills
development pathways to 21st century careers, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE; TABLE OF CONTENTS.
(a) Short Title.--This Act may be cited as the ``Promoting
Innovations to 21st Century Careers Act''.
(b) Table of Contents.--The table of contents of this Act is as
follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings; purposes.
Sec. 3. Definitions.
TITLE I--CAREER PATHWAYS GRANTS
Sec. 101. State partnership planning grants.
Sec. 102. State partnership implementation grants.
Sec. 103. Regional partnership subgrants.
Sec. 104. State partnership transition grants.
TITLE II--CAREER PATHWAYS PARTNERSHIP SUPPLEMENTAL GRANTS
Sec. 201. State partnership supplemental grants program authorized.
Sec. 202. Types of supplemental grants.
TITLE III--GENERAL PROVISIONS
Sec. 301. Establishment of the National Academic and Career Innovation
Center.
Sec. 302. Accountability and performance measurement.
Sec. 303. Evaluation and research.
Sec. 304. Benefits and labor standards.
Sec. 305. Sunshine provision.
Sec. 306. Authorization of appropriations and distribution.
SEC. 2. FINDINGS; PURPOSES.
(a) Findings.--Congress finds the following:
(1) A highly skilled and agile workforce is necessary to
compete in the global economy and maintain the standard of
living of the United States.
(2) According to a 2006 report by Civic Enterprises for the
Bill and Melinda Gates Foundation, nearly one-third of all
public high school students in the United States do not
graduate, and in 2003, 3,500,000 youth ages 16 to 25 did not
have a high school diploma and were not enrolled in school.
(3) According to the Congressional Research Service's
analysis of data from the National Center for Education
Statistics, in 2002-2003 (the most recent year for which all
necessary data were reported by all States) more than 25
percent of first-year high school students in the United States
did not receive their diploma on time. By age 24, more than 1
in 10 individuals do not have a high school diploma or its
equivalent.
(4) High school dropouts have a high social cost. According
to a 2006 report by Civic Enterprises for the Bill and Melinda
Gates Foundation, 4 out of 10 young adults between the ages of
16 and 24 lacking a high school diploma received some type of
government assistance in 2001, and the lifetime cost to the
United States of a dropout who enters a life of crime or drugs
ranges from $1,700,000 to $2,300,000.
(5) According to the National Center for Education
Statistics, measuring economic outcomes as of 2000, students
completing high school in 4 years had, on average, higher wage
rates and annual earnings than those who took longer to
complete a high school credential. High school dropouts, on
average, earn about $1,000,000 less over a lifetime than
college graduates.
(6) By some estimates, less than half of students who enter
9th grade graduate from high school and enter postsecondary
education, and for those who do, many are not academically
prepared. Twenty-eight percent of first-time college freshman
in fall 2000 took at least 1 remedial course. Forty-two percent
of first-time community college freshman took at least 1
remedial course.
(7) According to the Education Commission of the States,
nearly 60 percent of today's jobs require some training or
education beyond high school, compared to just 20 percent in
the 1940s.
(8) According to a 2003 report for the Educational Testing
Service, the fastest-growing and best-paying jobs are those
that require some college education. As baby-boomers retire,
however, the shortage of workers with some college-level skills
may increase to more than 14,000,000 by 2020.
(9) According to the findings of a 2006 study conducted by
the American College Testing Program (ACT), the skills required
for high school students to be ready to successfully enter
postsecondary education and to enter workforce training
programs are comparable. The report found that high school
graduates need a comparable level of readiness in reading and
mathematics to enter college-level courses without remediation
and to enter workforce training programs in jobs that are
likely to offer family supporting wages and the potential for
career advancement.
(10) According to a 2003 report for the Educational Testing
Service, about 40 percent of American adults do not have skills
typical of those with some college, but the fastest job growth
will occur in those jobs in which incumbent workers currently
have skill levels reflecting at least some postsecondary
education.
(11) Increases in a country's overall level of educational
attainment leads to increases in its overall rate of economic
growth. According to a 2003 report for the Educational Testing
Service, increasing a country's average level of schooling by
only 1 year can increase economic growth by about 5 to 15
percent.
(b) Purposes.--The purposes of this Act are--
(1) to increase the graduation rate of students from high
school;
(2) to increase the number of high school students prepared
with 21st century skills for college-level work and workforce
development after graduation from secondary school;
(3) to improve the long-term labor market prospects for
young people;
(4) to establish State and regional partnerships among
education, business, labor, and workforce and economic
development leaders for the purposes of--
(A) creating or enhancing educational pathways for
high school students to postsecondary education,
including registered apprenticeship programs, and to
21st century careers;
(B) aligning the requirements for successfully
exiting secondary education and entering postsecondary
education and workforce development; and
(C) developing a coherent vision for community
development that complements and coordinates ongoing
and new efforts in education and workforce and economic
development;
(5) to increase the use of industry-based skill standards,
such as those certifications developed by the Manufacturing
Skill Standards Council and the National Institute for
Metalworking Skills; and
(6) to increase the number of highly skilled and agile
workers available to employers, particularly in high skill,
high demand industries.
SEC. 3. DEFINITIONS.
In this Act:
(1) At-risk youth.--The term ``at-risk youth'' means a high
school student who--
(A) is economically disadvantaged, as determined by
the student being--
(i) eligible for free or reduced price
lunch under the Richard B. Russell National
School Lunch Act (42 U.S.C. 1751 et seq.);
(ii) eligible to receive medical assistance
under the State Medicaid program established
under title XIX of the Social Security Act (42
U.S.C. 1396 et seq.); or
(iii) a member of a family receiving
assistance under the State program funded under
part A of title IV of the Social Security Act
(42 U.S.C. 601 et seq.);
(B) is at risk for academic failure;
(C) is a student with disabilities;
(D) is a student who is a homeless child or youth,
as defined in section 725 of the McKinney-Vento
Homeless Assistance Act (42 U.S.C. 11434a);
(E) is a migrant student or a student with limited
English proficiency;
(F) is a youth offender; or
(G) is in foster care or is aging out of the foster
care system.
(2) Board.--The term ``Board'' means the National Academic
and Career Innovation Center Board established under section
301(d).
(3) Career pathway.--The term ``career pathway'' means a
rigorous, engaging, and high-quality set of courses and
services that--
(A) includes an articulated sequence of academic
and career courses, including 21st century skills;
(B) is aligned with the needs of high skill, high
demand industries in a region or State;
(C) prepares students for entry into the full range
of postsecondary education options, including
registered apprenticeships, and careers;
(D) provides academic and career counseling in
student-to-counselor ratios that allow students to make
informed decisions about academic and career options;
(E) meets State academic standards, State
requirements for secondary school graduation and is
aligned with requirements for entry into postsecondary
education, and applicable industry standards; and
(F) leads to 2 or more credentials, including--
(i) a secondary school diploma; and
(ii) a postsecondary degree, an
apprenticeship or other occupational
certification, a certificate, or a license.
(4) Center.--The term ``Center'' means the National
Academic and Career Innovation Center established under section
301.
(5) Director.--The term ``Director'' means the Director of
the National Academic and Career Innovation Center.
(6) Dropout recovery.--The term ``dropout recovery'' means
a wide range of effective efforts to provide former high school
students who did not graduate from secondary school in a
standard number of years with an opportunity to earn a
secondary school diploma and continue onto postsecondary
education.
(7) High school student.--The term ``high school student''
means a student who is enrolled in a public secondary school--
(A) in one of grades 9 through 12; or
(B) in the case of a student enrolled in a
secondary school approved by a State to issue a regular
diploma concurrently with a postsecondary degree or
with not more than 2 years' worth of postsecondary
academic credit, in grade 13.
(8) High skill, high demand industry.--
(A) In general.--The term ``high skill, high demand
industry'' means an industry that--
(i) has a significant current or potential
impact on the regional economy overall;
(ii) brings net dollars into a region or is
critical to attracting and sustaining
businesses within the industry;
(iii) stimulates the growth of other
supporting businesses, or the growth of other
industries or economic sectors within the
region;
(iv) provides workers with competitive and
family supporting wages and benefits that
increase the strength and vitality of the
entire regional economy; and
(v) provides opportunities for career
advancement.
(B) Determination.--The determination of whether an
industry is a high skill, high demand industry shall be
made using State or regional business and labor market
projections and an analysis of real time data derived
from labor market transactions.
(9) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 101 of the Higher Education Act of 1965 (20
U.S.C. 1001).
(10) Local educational agency.--The term ``local
educational agency'' has the meaning given the term in section
9101 of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).
(11) One-stop center.--The term ``one-stop center'' means a
one-stop center described in section 134(c) of the Workforce
Investment Act of 1998 (29 U.S.C. 2864(c)).
(12) Pathways grants.--The term ``pathways grants'' means
the grants authorized under title I (excluding section 103) and
title II.
(13) Postsecondary education.--The term ``postsecondary
education'' means--
(A) not less than a 1-year program of instruction
offered by an institution of higher education that is
acceptable for credit toward an associate or a
baccalaureate degree; or
(B) a certificate or registered apprenticeship
program at the postsecondary level offered by an
institution of higher education or a nonprofit
educational institution.
(14) Regional partnership.--The term ``regional
partnership'' means a regional pathways partnership receiving
funds under section 103.
(15) Registered apprenticeship program.--The term
``registered apprenticeship program'' means an industry skills
training program at the postsecondary level that combines
technical and theoretical training through structured on-the-
job learning with related instruction (in classrooms or through
distance learning) while an individual is employed, working
under the direction of qualified personnel or a mentor, and
earning incremental wage increases aligned to enhanced job
proficiency, resulting in the acquisition of a nationally
recognized and portable certificate, under a plan approved by
the Office of Apprenticeship or a State agency recognized by
the Department of Labor.
(16) Secondary school.--The term ``secondary school'' has
the meaning given the term in section 9101 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 7801).
(17) State.--The term ``State'' means each of the several
States, the District of Columbia, the Commonwealth of Puerto
Rico, the United States Virgin Islands, Guam, American Samoa,
and the Commonwealth of the Northern Mariana Islands.
(18) State educational agency.--The term ``State
educational agency'' has the meaning given the term in section
9101 of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).
(19) State p-16 or p-20 council.--The term ``State P-16 or
P-20 Council'' means a body of public officials and public and
private sector leaders that--
(A) is established by a State executive order,
statute, or voluntary agreement and may be regularly
chaired or co-chaired by the Governor of the State;
(B) sets formal, aligned expectations for a
seamless system of education from the earliest years of
a child's development through the kindergarten through
grade 12 system and into and through postsecondary
education;
(C) acts as a venue for collaboration across early
learning, including preschool (the ``P'') through the
first 4 years of higher education (the ``16'') or
through doctoral and professional schools (the ``20'');
and
(D) receives State, foundation, business, or other
funding to carry out the body's agenda.
(20) State partnership.--The term ``State partnership''
means a State pathways partnership as established or appointed
under section 101(b)(1).
(21) State workforce investment board.--The term ``State
Workforce Investment Board'' has the meaning given the term in
section 101 of the Workforce Investment Act of 1998 (29 U.S.C.
2801).
(22) Work-based experience.--The term ``work-based
experience'' means an activity for high school students,
postsecondary students, or teachers that provides career
knowledge, skills, and abilities, including job-shadowing and
internships.
TITLE I--CAREER PATHWAYS GRANTS
SEC. 101. STATE PARTNERSHIP PLANNING GRANTS.
(a) Grants Authorized.--
(1) In general.--The Director is authorized to award
planning grants to eligible State partnerships for the purpose
of enabling the State partnerships to complete comprehensive
planning to carry out activities establishing career pathways.
(2) Grant period.--A planning grant awarded under this
section shall be for a period of not more than 1 year.
(3) Maximum amount.--A planning grant awarded under this
section may not be more than $250,000.
(4) Nonrenewability.--The Director shall not award a State
partnership more than 1 planning grant under this section.
(b) Eligibility.--
(1) In general.--An entity shall be a State pathways
partnership for purposes of this Act if the entity--
(A) has been established as the State pathways
partnership by the Governor of a State and is composed
of the members described in paragraph (3); or
(B) has been appointed by the Governor of a State
as the State pathways partnership under paragraph (2).
(2) Appointment of organization.--The Governor may appoint
an existing education, workforce, or economic development
organization, such as the State Workforce Investment Board, the
State P-16 or P-20 Council, a joint labor-management
partnership organization, or a business-education partnership,
as the State pathways partnership for purposes of this Act if
the organization--
(A) includes, or modifies the members of the
organization to include, the representatives required
under paragraph (3)(A); or
(B) establishes a subcommittee that includes such
representatives and uses such subcommittee to carry out
the duties of the State partnership under this Act.
(3) Partners.--
(A) Required partners.--A State pathways
partnership shall include a representative from each of
the following:
(i) Public secondary education, who shall
be the chief State school officer.
(ii) A public 2-year institution of higher
education.
(iii) A public 4-year institution of higher
education.
(iv) A business and trade organization.
(v) An economic development entity.
(vi) The State Workforce Investment Board.
(vii) The State employment security agency.
(viii) The recognized State federation of
labor.
(ix) A joint apprenticeship and training
committee.
(x) A labor organization that represents
teachers.
(xi) The State P-16 or P-20 Council, if
such a council exists in the State.
(B) Other partners.--A State pathways partnership
may include other members, such as--
(i) additional representatives described in
subparagraph (A);
(ii) additional representatives of public
secondary education, such as the chief State
school officer responsible for career and
technical education; or
(iii) nontraditional participants,
including representatives from philanthropic
organizations or members of regional
partnerships.
(4) State authority.--The Governor of a State receiving a
planning grant under this section has the authority to appoint
a fiscal and an administrative agent for the State partnership.
(c) Application.--
(1) In general.--Each State partnership desiring a planning
grant under this section shall submit an application to the
Director at such time, in such manner, and accompanied by such
information as the Director may reasonably require.
(2) Contents.--Each application submitted under this
subsection shall--
(A) describe the members of the State partnership;
(B) describe the activities for which assistance
under this section is sought;
(C) describe proposed performance benchmarks to be
used to measure progress under the planning grant;
(D) provide a budget for use of funds to complete
required activities in section (d); and
(E) provide such additional assurances and
information as the Director determines to be essential
to ensure compliance with the requirements of this
section.
(3) Performance benchmarks.--Before a State partnership
receives a planning grant under this section, the State
partnership and the Director shall jointly determine the
performance benchmarks that shall be established for the
purposes of the planning grant.
(d) Required Activities.--A State partnership receiving funds under
this subsection shall carry out all of the following:
(1) Analyze State labor market information in order to
create career pathways and carry out the purposes of this Act.
(2) Identify and agree on State or regional high skill,
high demand industries for the purposes of planning career
pathways.
(3) Identify existing Federal, State, and private resources
for youth development and plan to leverage other existing
Federal, State, and private resources to strengthen
partnerships and implementation grant activities.
(4)(A) Provide a description of existing (as of the time of
the application)--
(i) State academic standards for secondary school
graduation and industry standards;
(ii) State requirements for secondary school
graduation and entry requirements for postsecondary
education;
(iii) State policies or models for career and
guidance counseling; and
(iv) career pathway-related programs and activities
for secondary school students, such as programs of
study under the Carl D. Perkins Career and Technical
Education Act of 2006 (20 U.S.C. 2301 et seq.), or
early college or dual enrollment programs.
(B) A State partnership may use an already completed review
of the information described in subparagraph (A) that has been
completed by the State P-16 or P-20 Council, or other entity
recognized by the State, if the review is not more than 2 years
old. If the review does not contain all of the information
required in clauses (i) through (iv) of subparagraph (A), the
State partnership shall complete the missing components.
(5) Plan for the alignment of State requirements for
secondary school graduation and entry to postsecondary
education.
(6) Identify possible areas in which statewide teacher and
administration professional development or teacher
certification related to promising practices in career pathways
will be needed and plan for such professional development.
(7) Plan for and create a State partnership implementation
plan to submit to the Center.
(8) Determine the criteria for selecting regional
partnerships for implementation subgrants in accordance with
section 102(e)(1), which--
(A) will incorporate the concepts of career
pathways and high skill, high demand industries; and
(B) may incorporate criteria such as low graduation
rates and low academic achievement in the schools
served by the regional partnership.
(e) Matching Requirement.--Each State partnership receiving a
planning grant under this section shall provide an amount, in cash or
in-kind, that is not less than 15 percent of the amount of the grant,
to carry out the activities supported by the grant. The matching
requirement under this subsection may be provided from funds available
from other Federal, State, local, or private sources to carry out such
activities.
(f) Reporting Requirement.--Not later than 1 year after an eligible
State partnership receives a planning grant under this section, the
partnership shall submit a report to the Director on the State's
performance of the activities described in subsection (d). The report
shall include--
(1) a description of the use of funds, including matching
funds required under subsection (e), to carry out required
activities under subsection (d); and
(2) a description of the progress of the State partnership
in meeting the performance benchmarks under subsection (c)(3).
SEC. 102. STATE PARTNERSHIP IMPLEMENTATION GRANTS.
(a) Grants Authorized.--
(1) In general.--The Director is authorized to award
implementation grants, on a competitive basis, to eligible
State partnerships described in subsection (c) to enable the
State partnerships to establish or enhance career pathways.
(2) Grant period.--An implementation grant awarded under
this section shall be for a period of not more than 5 years.
(3) Nonrenewability.--
(A) In general.--The Director shall not award a
State partnership more than 1 implementation grant
under this section except as provided in subparagraph
(B).
(B) Exception.--In cases where the Director
determines that the State partnership is high
performing and the activities supported by the State
partnership warrant additional grant funding, the
Director may continue to provide funding to a State
partnership through a transition grant under section
104.
(b) Use of Funds.--An eligible State partnership that receives an
implementation grant under this section--
(1) may reserve not more than 20 percent of the grant funds
to carry out the activities described in paragraphs (2) through
(5) of subsection (e); and
(2) shall use not less than 80 percent of the grant funds
to make subgrants to regional partnerships in accordance with
subsection (e)(1).
(c) Eligibility.--To be eligible for an implementation grant under
this section, a State partnership described in section 101(b) shall
have--
(1) received a planning grant under section 101 and
completed all requirements of such grant; or
(2) completed a satisfactory application, including a plan
to coordinate with required partners and complete the required
activities described in section 101(d) during the 5-year period
of an implementation grant under this section.
(3) State partnership authority.--A State partnership
receiving an implementation grant under this section shall
appoint a fiscal and an administrative agent for the
implementation of such grant.
(d) Application.--
(1) In general.--Each eligible State partnership desiring
an implementation grant under this section shall submit an
application to the Director at such time, in such manner, and
accompanied by such information as the Director may reasonably
require.
(2) Contents.--Each application submitted under this
subsection shall include--
(A) a description of the members of the State
partnership;
(B) a description of how the State partnership
completed the required activities described in section
101(d), if applicable;
(C) a description of the activities for which
assistance under this section is sought;
(D) a description of how the State partnership will
coordinate with required partners and complete the
required partnership activities described in subsection
(e) over the 5-year duration of an implementation grant
awarded under this section;
(E) a budget proposal of the cost of the activities
supported by the implementation grant, and a timeline
for the provision of the matching funds required under
subsection (f);
(F) proposed performance measures in accordance
with section 302 to be used to assess and evaluate the
progress of the career pathways activities of regional
partnerships;
(G) a description of how the State partnership will
collect long-term aggregated data on students assisted
under the implementation grant, in accordance with
section 444 of the General Education Provisions Act
(the Family Educational Rights and Privacy Act of 1974)
(20 U.S.C. 1232g), for purposes of reporting progress
in grant activities; and
(H) such additional assurances as the Director
determines to be essential to ensure compliance with
the requirements of this section.
(e) Required Activities.--An eligible State partnership receiving
an implementation grant under this section shall--
(1) award subgrants to eligible regional partnerships in
accordance with section 103;
(2) develop and implement coherent, early, and sustained
statewide academic and career guidance strategies linked to
high skill, high demand industries;
(3) collect data from regional partnerships on the
performance measures selected by the partnership and Director
in accordance with section 302 for career pathways activities
carried out by the regional partnerships;
(4) convene the State partnership members on a regular
basis, and at least on a semiannual basis;
(5) assist regional partnerships to create coherent career
pathways, including the provision of technical assistance and
capacity building activities, such as the dissemination of best
practices and tools within the State;
(6) provide any necessary statewide teacher and school
administrator professional development related to career
pathways and coordinate with existing professional development
efforts or activities;
(7) in consultation with regional partnerships, make
recommendations on State and local policies to foster the
development of career pathways for high school students; and
(8) in coordination with regional partnerships, conduct
ongoing studies to continuously improve career pathways,
including testing innovative approaches, within the State in
order to achieve high level performance and to maximize
coordination of the studies with the Center's studies under
title III.
(f) Matching Requirement.--
(1) In general.--Each State partnership receiving an
implementation grant under this section shall provide an
amount, in cash or in-kind, that is not less than 25 percent of
the amount of the grant, to carry out the activities supported
by the grant. The matching requirement under this subsection
may be provided from funds available from other Federal, State,
local, or private sources to carry out such activities.
(2) Timing of matching contribution.--An eligible State
partnership may satisfy the matching requirement of an
implementation grant awarded under this section at any time
during the 5-year duration of the grant, as specified in the
budget proposal that is submitted in the application process
and approved by the Director.
(g) Reporting Requirement.--For each year of the grant period, each
eligible State partnership receiving an implementation grant under this
section shall submit a report to the Director on the State's
performance of the activities described in subsection (e). Each report
shall include--
(1) a description of the use of funds, including matched
funds, to complete required activities under subsection (d);
and
(2) a description of the performance of the State
partnership in meeting the performance measures under section
302.
SEC. 103. REGIONAL PARTNERSHIP SUBGRANTS.
(a) In General.--The administrative agent appointed under section
102(c)(3) by a State partnership receiving an implementation grant
under such section shall, on behalf of the State partnership, award
subgrants, on a competitive basis, to eligible regional partnerships to
enable the eligible regional partnerships to establish or enhance
career pathways.
(b) Eligibility for Subgrants.--
(1) Required partners.--In order for a regional area of a
State served by a State partnership receiving an implementation
grant under section 102 to participate in the subgrant program
under this section, the regional area shall form a regional
pathways partnership that includes a representative from each
of the following:
(A) Public secondary education, who may be a
representative of a local educational agency.
(B) Postsecondary education, including public 2-
year and 4-year postsecondary education institutions.
(C) A business or trade organization.
(D) The local workforce board, as defined in
section 101 of the Workforce Investment Act of 1998 (29
U.S.C. 2801).
(E) An economic development entity.
(F) Local elected officials.
(G) A central labor council.
(H) A labor organization that represents teachers.
(I) High school students and postsecondary
education students.
(J) Parents or legal guardians of high school
students and postsecondary education students.
(K) A community-based organization that is relevant
to career pathways.
(2) Other partners.--A regional partnership may include
other members, such as additional representatives described in
paragraph (1), representatives of educational service agencies,
or nontraditional participants, including representatives from
philanthropic organizations.
(3) Designation.--A regional area may agree to designate an
existing education, workforce, or economic development
organization such as a local workforce investment board,
regional economic development authority, joint labor management
partnership organization, or business-education partnership, as
the regional pathways partnership for purposes of this Act if
the organization--
(A) includes, or modifies the members of the
organization to include, the representatives required
under paragraph (1); or
(B) establishes a subcommittee that includes such
representatives and uses such subcommittee to carry out
the duties of the regional partnership under this Act.
(c) Regional Partnership Authority.--A regional partnership shall
choose an entity to be the fiscal agent and an entity to be the
administrative agent for the subgrant funds received under this
section.
(d) Application for Subgrant.--
(1) In general.--Each regional partnership desiring a
subgrant under this section shall submit an application to the
State partnership at such time, in such manner, and accompanied
by such information as the State partnership may reasonably
require.
(2) Contents.--Each application submitted pursuant to this
subsection shall include--
(A) a description of the activities for which
assistance under this section is sought, including
activities to address the needs of at-risk youth;
(B) proposed performance measures in accordance
with section 302 to be used to assess and evaluate the
progress of the career pathways activities under this
section;
(C) a budget for use of funds to complete the
required activities in subsection (e);
(D) a definition of the geographic boundaries of
the region to be served by the career pathways
initiatives, including whether the region is--
(i) a local workforce investment area
established under section 116 of the Workforce
Investment Act of 1998 (29 U.S.C. 2831);
(ii) an economic development area as
defined by the State; or
(iii) justified on other criteria,
including--
(I) the alignment of labor market
areas;
(II) school districts and education
service agencies;
(III) postsecondary educational
institutions and area career and
technical schools;
(IV) geographic distances; or
(V) regional resources that are
available to effectively administer the
activities carried out under this
section;
(E) a description of how meetings of the regional
partnership will be convened on a regular basis;
(F) an assurance that employers providing student
work-based experiences will provide or arrange for the
necessary liability coverage as determined by the
participating secondary schools; and
(G) such additional assurances as the State
partnership determines to be essential to ensure
compliance with the requirements of this section.
(e) Use of Funds.--
(1) Reservation of amounts.--Of the subgrant amount
received by an eligible regional partnership under this
section--
(A) not less than 85 percent of the subgrant funds
shall be used to carry out the activities described in
subparagraphs (A) through (D) of paragraph (2); and
(B) a total of not more than 15 percent of the
subgrant funds shall be spent to--
(i) carry out the activities described in
subparagraphs (E) through (G) of paragraph (2);
(ii) pay for the costs associated with the
fiscal or administrative agent; or
(iii) sustain the regional partnership.
(2) Required activities.--A regional partnership receiving
a subgrant under this section shall use subgrant funds to--
(A) establish or enhance career pathways for high
school students in high skill, high demand industries;
(B) establish or designate an intermediary with
demonstrated experience in working with schools serving
high school students, postsecondary education, and the
workforce delivery system, and within the partnership
area that shall under financial agreement with the
regional partnership--
(i) coordinate career pathways activities;
(ii) conduct community outreach and
informational activities related to career
pathways;
(iii) consider the needs of individual
school districts in the regional partnership
area; and
(iv) identify academic and career
counseling options and resources (such as the
one-stop career center career services,
including resources and services funded under
the Wagner-Peyser Act (29 U.S.C. 49 et seq.) to
counsel students and the students' families in
the development of career pathways plans to
ensure that students' course crediting and
content requirements for secondary school
graduation and entrance into postsecondary
education are aligned and that shall have a
ratio of students to counselors of not more
than 1:150; and
(v) develop work-based experiences for high
school students and teachers;
(C) train and provide professional development to
individuals providing academic and career counseling
options in the area served by the regional partnership,
or designate the intermediary described in subparagraph
(B) to provide such training and professional
development;
(D) develop and implement a dropout recovery
strategy for entry into career pathways for former high
school students who have dropped out of school;
(E) complete a community asset map or build upon an
existing analysis of resources by workforce boards or
other entities to identify those existing resources
that can be leveraged in a region and the gaps that
need to be addressed to strengthen connections between
effective education and career success;
(F) coordinate with existing support services for
students; and
(G) track and report on the progress of the
regional partnership in meeting performance goals
negotiated with the State partnership.
(f) Optional Activities.--A regional partnership receiving a
subgrant under this section may--
(1) provide funds for student fees and books and equipment
fees associated with completing industry certification
assessments or exams for Advanced Placement and International
Baccalaureate courses for high school students who are at or
below 200 percent of the Federal poverty level line, in order
to support a career pathway in a high skill, high demand
industry for such students;
(2) provide funds for costs associated with student work-
based experiences in high skill, high demand industries, except
that no such funds shall be used to pay wages;
(3) create 1-to-1 mentorships between the most at-risk
youth in a career pathway and responsible, supportive adults
within the region as identified by the regional partnership;
(4) assist students in identifying and completing financial
aid applications for postsecondary education; and
(5) provide funds to expand the scope of career services
for career pathway students offered by one-stop centers within
the region.
(g) Reporting Requirement.--For each year of the grant period, each
eligible regional partnership receiving a subgrant under this section
shall submit a report to the State partnership on the partnership's
performance on the activities described in subsection (e). Each report
shall include--
(1) a description of the use of funds, including any
matched funds, to complete the required activities under
subsection (e); and
(2) a description of the performance of the partnership in
meeting the performance measures, as described in section 302
consistent with section 444 of the General Education Provisions
Act.
SEC. 104. STATE PARTNERSHIP TRANSITION GRANTS.
(a) Grants Authorized.--
(1) In general.--The Director is authorized to award
transition grants, on a competitive basis, to eligible State
partnerships described in subsection (b) to enable the State
partnerships to continue successful career pathways programs,
while increasing State and regional investment and gradually
decreasing Federal funds.
(2) Grant period.--A transition grant awarded under this
section shall be for a period of not more than 3 years.
(3) Nonrenewability.--The Director shall not award a State
partnership more than 1 transition grant under this section.
(b) Eligibility.--To be eligible for a transition grant under this
section, a State partnership shall have received an implementation
grant under section 102 and satisfactorily completed all requirements
of such grant.
(c) Application.--
(1) In general.--Each eligible State partnership desiring a
transition grant under this section shall submit an application
to the Director at such time, in such manner, and accompanied
by such information as the Director may reasonably require.
(2) Contents.--Each application submitted under this
subsection shall provide--
(A) a description of the activities for which
assistance under this section is sought;
(B) a description of how the State partnership has
made progress on the activities described in section
102(e);
(C) description of how the State partnership will
coordinate with required partners and complete the
required partnership activities described in subsection
(d) over the duration of a grant awarded under this
section;
(D) a budget proposal of the cost of the activities
supported by the transition grant, and a timeline for
the provision of the matching funds required under
subsection (e);
(E) proposed performance measures in accordance
with section 302 to be used to assess and evaluate the
progress of the activities of State partnerships under
this section; and
(F) such additional assurances as the Director
determines to be essential to ensure compliance with
the requirements of this section.
(d) Activities.--A State partnership receiving a transition grant
under this section--
(1) shall use grant funds to continue the activities
required under section 102(e); and
(2) may use grant funds to expand career exploration and
guidance activities to students in grades lower than grade 9,
with priority given to serving such students who are at risk of
failure to graduate, based on indicators for middle school
students predictive of whether or not a student is on track to
graduate from secondary school with a regular diploma.
(e) Matching Requirement.--
(1) In general.--Each State partnership receiving a
transition grant under this section shall provide, from funds
available from other Federal, State, local, or private sources
to carry out the activities supported by the transition grant--
(A) for the first year of the grant, an amount that
is not less than 25 percent of the amount of the grant
for such year;
(B) for the second year of the grant, an amount
that is not less than 50 percent of the amount of the
grant for such year; and
(C) for the third year of the grant, an amount that
is not less than 75 percent of the amount of the grant
for such year.
(2) Use and type of matching funds.--The matching funds
required under paragraph (1) may be provided in cash or in-kind
and shall be used to carry out the activities supported by the
transition grant under this section.
(f) Reporting Requirement.--For each year of the grant period, each
eligible State partnership receiving a transition grant under this
section shall submit a report to the Director on the State's
performance of the activities described in subsection (d). Each report
shall include--
(1) a description of the use of funds, including matched
funds, to complete the required activities described in
subsection (d); and
(2) a description of the performance of the State
partnership in meeting the performance measures, as described
in section 302.
TITLE II--CAREER PATHWAYS PARTNERSHIP SUPPLEMENTAL GRANTS
SEC. 201. STATE PARTNERSHIP SUPPLEMENTAL GRANTS PROGRAM AUTHORIZED.
(a) Purposes.--The purposes of this title are--
(1) to enhance the capacity of States and regions to offer
career pathways to high school students;
(2) to enhance one-stop career services for youth to more
effectively provide career exploration and guidance services to
high school students and postsecondary students; and
(3) to increase the number of registered apprenticeship
programs in high skill, high demand industries.
(b) Grants Authorized.--The Director is authorized to award, on a
competitive basis, supplemental grants described in section 202 to
States to enable the States to carry out the activities described in
such section.
(c) Duration of Grant.--Each eligible State receiving a grant under
this title shall use the grant funds within a 5-year period, as
designated by the Director.
(d) Nonrenewability.--An eligible State may not receive more than 1
grant under each subsection of section 202.
SEC. 202. TYPES OF SUPPLEMENTAL GRANTS.
(a) Career Pathways Curriculum Development Grants.--
(1) Purposes.--The purposes of a grant under this
subsection are--
(A) to increase the number of innovative, high
quality, rigorous, engaging, and relevant career
pathways curricula available for the purpose of
instructing high school students through the
development of new, or enhancement of existing, model
courses of study focused on high skill, high demand
industries;
(B) to support the development of career pathways
curricula that develop and reinforce reading and
mathematics skills for high school students, including
through the real world application of academics; and
(C) to establish teacher training processes that
will provide effective professional development in the
application of each career pathways course sequence
assisted under this subsection.
(2) Applications.--
(A) In general.--The Governor of a State, in
partnership with the State partnership serving the
State, may submit an application for a curriculum grant
under this subsection to the Director at such time, in
such manner, and containing such information as the
Director may require.
(B) Peer review.--Applications for a curriculum
grant under this subsection shall be peer reviewed by a
panel of experts in curriculum development, career
pathways or career and technical education, and
workforce development and industry.
(C) Contents.--Each application submitted under
this paragraph shall--
(i) be submitted during the period that the
State partnership serving the State is
receiving an implementation grant under section
102;
(ii) demonstrate a need for the curriculum
grant;
(iii) describe the activities for which
assistance under this subsection is sought,
including--
(I) how the applicant will carry
out the activities described in
paragraph (4);
(II) how the applicant will include
the industry standards of the relevant
industries in the development of the
curriculum;
(III) how the applicant will
collaborate with and incorporate input
from representatives from the State
partnership members in the development
of the curriculum; and
(IV) the research or evidence that
supports the key curriculum theories
and activities of the proposed career
pathways curriculum;
(iv) include a budget of the cost of the
project and a time-line for the provision of
the matching funds required under paragraph
(6);
(v) include a description of the
performance benchmarks to be used to measure
the development, implementation, distribution,
and professional development concerning career
pathways curriculum;
(vi) provide an assurance that curricula
and other products or materials developed under
this Act will be made available to the Center
for distribution; and
(vii) provide such additional assurances as
the Director determines to be essential to
ensure compliance with the requirements of this
title.
(3) Fiscal and administration agent.--The Governor of a
State receiving a curriculum grant under this subsection shall
appoint the State educational agency to serve as the fiscal
agent and administer the grant funds.
(4) Required activities.--A State receiving a curriculum
grant under this subsection shall use the grant funds--
(A) to develop a curriculum with industry
engagement that--
(i) provides a logical sequence of
integrated academic and career-related
coursework focused on a specific high skill,
high demand industry and meets regional or
national workforce needs;
(ii) incorporates rigorous academic content
from core academic subjects, as defined in
section 9101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801), in a
majority of the courses within each curricular
sequence of study, so that a majority of
courses are eligible for academic credit, and
links the material in each course to State
academic content standards;
(iii) provides academic rigor to career
pathways courses;
(iv) emphasizes the development of
communication skills, such as reading, writing,
speaking, mathematic, and science skills across
all courses and provides for the development of
work readiness skills and 21st century work
skills, including problem solving skills,
communication skills, analytic skills, time
management, teamwork, and technological
prowess;
(v) provides knowledge of all aspects of an
industry;
(vi) uses best practices within curriculum
development theory, including rigorous
standards, higher order thinking skills, real
world applications, project-based learning,
contextual learning, and other practices;
(vii) incorporates opportunities for work-
based experience within each career pathways
course sequence; and
(viii) prepares high school students for
postsecondary education and skills development
programs;
(B) to create curriculum materials and
instructional resources that will support the teaching
and learning of the career pathways curriculum
developed under this subsection; and
(C) to develop a statewide teacher professional
development implementation plan that will describe the
model of professional development used for teacher
training, including courses that will increase the
capacity of teachers to effectively implement the
career pathways curriculum developed under this
subsection, and a description of the costs of such a
program.
(5) Optional use of funds.--In addition to the required
activities under subsection (g), a State receiving a grant
under this subsection may use the grant funds--
(A) to create career and technical education course
sequences that lead to an industry certificate;
(B) to develop and include transitional mathematics
and reading courses for students who struggle to meet
the academic requirements necessary to enter and
successfully complete postsecondary education or
workforce development; or
(C) to provide options for high school students to
concurrently earn college credit through establishing
college course articulation agreements.
(6) Matching requirement.--Each State partnership receiving
a curriculum grant under this subsection shall provide an
amount, in cash or in-kind, that is not less than 25 percent of
the amount of the grant, to carry out the activities supported
by the grant. The matching requirement under this subsection
may be provided from funds available from other Federal, State,
local, or private sources to carry out such activities.
(7) Evaluation and reporting requirement.--Each State
partnership in a State receiving a curriculum grant under this
subsection shall annually report to the Director regarding--
(A) the progress made on the activities described
in paragraph (4), including the progress made in the
development and distribution of the career pathways
curriculum assisted through the grant;
(B) the data and information gathered to benchmark
appropriate outcomes of the curriculum development,
implementation, distribution, and professional
development, which may include student outcomes;
(C) the use of grant funds, including matched
funds, by the State; and
(D) the State's progress on the performance
benchmarks described in paragraph (2)(C) that are
established with the agreement of the Director.
(8) Rule of construction.--Nothing in this section shall be
construed to authorize an officer or employee of the Federal
Government to mandate, direct, or control a State's, local
educational agency's, or school's specific instructional
content, academic achievement standards or assessments,
curriculum, or program of instruction.
(b) Career Pathways Capacity Expansion and Modernization Grants.--
(1) Purpose.--The purpose of this subsection is to enable
States to better prepare students for postsecondary education
and careers in State and regional high skill, high demand
industries by providing eligible States with grants in order to
expand, enhance, and modernize school facilities and equipment
to reflect the requirements of State and regional high skill,
high demand industries.
(2) Definition of qualifying region.--In this subsection,
the term ``qualifying region'' means a region of a State that
has a regional partnership that has--
(A) previously received a partnership
implementation subgrant under section 103; and
(B) a low graduation rate, compared to the State
average, or a high percentage of at-risk youth,
compared to the State average.
(3) Application.--
(A) In general.--A Governor of a State, in
partnership with the State partnership serving the
State, desiring an expansion and modernization grant
under this section shall submit an application to the
Director at such time, in such manner, and accompanied
by such information as the Director may reasonably
require.
(B) Contents.--Each application submitted under
subparagraph (A) shall--
(i) be submitted during the period that the
State partnership serving the State is
receiving an implementation grant under section
102;
(ii) demonstrate a need for the expansion,
enhancement, or modernization of existing
facilities or equipment as of the date of the
application, in qualifying regions;
(iii) describe the activities for which
assistance under this subsection is sought;
(iv) describe creative arrangements to
maximize the use of the facilities and
equipment that are expanded, enhanced, or
modernized with grant funds under this
subsection, by sharing the facilities and
equipment with other schools or postsecondary
programs;
(v) include a budget of the cost of the
project and a timeline for the provision of the
matching funds required under paragraph (6);
(vi) describe the performance benchmarks to
be used to measure the State's progress in
implementing a grant under this subsection; and
(vii) provide such additional assurances as
the Director determines to be essential to
ensure compliance with the requirements of this
title.
(4) Fiscal and administration agent.--The Governor of a
State receiving an expansion and modernization grant under this
subsection shall appoint the State facilities authority or
State agency responsible for school construction and renovation
to serve as the fiscal agent and administer the grant funds.
(5) Required activities.--A State receiving an expansion
and modernization grant under this subsection shall use the
grant funds to--
(A) make necessary expansions or enhancements to
existing facilities in qualifying regions; and
(B) modernize equipment essential to instruction
within the career pathways curriculum.
(6) Non-federal funds matching requirement.--Each State
partnership receiving an expansion and modernization grant
under this subsection shall provide, from non-Federal sources,
an amount that is not less than 50 percent of the amount of the
grant, to carry out the activities supported by the grant. The
matching requirement under this paragraph may be provided in
cash or in-kind.
(7) Evaluation and reporting requirements.--Each State
partnership in a State receiving an expansion and modernization
grant under this subsection shall annually submit a report to
the Director regarding--
(A) the State's progress made on the activities
described in paragraph (5);
(B) the use of grant funds by the State; and
(C) the State's progress on the performance
benchmarks described in paragraph (3)(B) that are
established with the agreement of the Director.
(c) Registered Apprenticeship Grants in High Skill, High Demand
Industries.--
(1) Purpose.--The purpose of this subsection is to enable
States to expand or create registered apprenticeship programs
in high skill, high demand industries.
(2) Application.--
(A) In general.--The Governor, in partnership with
the State partnership serving the State, may submit an
application for an apprenticeship grant under this
subsection to the Director at such time, in such
manner, and containing such information as the Director
may require.
(B) Contents.--Each application submitted under
subparagraph (A) shall--
(i) be submitted during the period that the
State partnership serving the State is
receiving an implementation grant under section
102;
(ii) demonstrate a need for creation or
expansion of registered apprenticeship programs
in high skill, high demand industries;
(iii) describe the activities for which
assistance under this subsection is sought;
(iv) describe the performance benchmarks to
be used to measure the development,
implementation, and distribution concerning
registered apprenticeship programs;
(v) include a budget of the cost of the
project and a time line for the provision of
the matching funds required under paragraph
(5); and
(vi) provide such additional assurances as
the Director determines to be essential to
ensure compliance with the requirements of this
title.
(3) Fiscal and administration agent.--In the case of a
State receiving an apprenticeship grant under this subsection--
(A) that has a State apprenticeship council
recognized by the Department of Labor, the State
apprenticeship council administrative agency shall
serve as the fiscal agent and administer the grant
funds; or
(B) where the Office of Apprenticeship of the
Department of Labor administers the registered
apprenticeship program, the Governor of the State shall
appoint the appropriate State agency to serve as the
fiscal agent and administer the grant funds.
(4) Required activities.--An eligible State receiving an
apprenticeship grant under this subsection shall use the grant
funds for activities necessary to create or expand registered
apprenticeship programs in high skill, high demand industries,
including--
(A) developing and administering a new or enhancing
an existing registered apprenticeship program in a high
skill, high demand industry as identified by the State;
(B) registering the apprenticeship program with the
Department of Labor;
(C) providing or arranging for equipment necessary
for training in the registered apprenticeship program;
(D) developing skills-based theoretical and
technical classroom and on-the-job curricula;
(E) identifying and training, as appropriate,
instructors for the registered apprenticeship program;
and
(F) conducting outreach and marketing about the
registered apprenticeship program to interested
stakeholders, including secondary schools serving high
school students.
(5) Prohibited use.--A State partnership receiving an
apprenticeship grant under this subsection shall not use any
Federal funds provided under the grant to pay wages or provide
benefits to workers.
(6) Non-federal funds matching requirement.--Each State
partnership receiving an apprenticeship grant under this
subsection shall provide, from non-Federal sources, an amount
that is not less than 25 percent of the amount of the grant, to
carry out the activities supported by the grant. The matching
requirement under this paragraph may be provided in cash or in-
kind.
(7) Evaluation and reporting requirement.--Each State
partnership in a State receiving an apprenticeship grant under
this subsection shall annually submit a report to the Director
regarding--
(A) the progress made on the activities described
in paragraph (4);
(B) the use of grant funds, including matched
funds, by the State; and
(C) the State's progress on the performance
benchmarks described in paragraph (2)(B) that are
established with the agreement of the Director.
(d) Youth One-Stop Career Services Enhancement Grant.--
(1) Purpose.--The purpose of this subsection is to enable
States to make career services available through one-stop
centers--
(A) more welcoming and user-friendly for secondary
school students; and
(B) more accessible to such students while in
school.
(2) Application.--
(A) In general.--The Governor of a State, in
partnership with the State partnership serving the
State, may submit an application for a career services
enhancement grant under this subsection to the Director
at such time, in such manner, and containing such
information as the Director may require.
(B) Contents.--Each application submitted under
subparagraph (A) shall--
(i) be submitted during the period that the
State partnership serving the State is
receiving an implementation grant under section
102;
(ii) demonstrate a need for the enhancement
or expansion of one-stop career guidance and
exploration services for high school students;
(iii) describe the activities for which
assistance under this subsection is sought;
(iv) describe the performance benchmarks to
be used to measure the State's progress in
implementing a grant under this subsection;
(v) include a budget of the cost of the
project and a time-line for the provision of
the matching funds required under paragraph
(5); and
(vi) provide such additional assurances as
the Director determines to be essential to
ensure compliance with the requirements of this
subsection.
(3) Fiscal and administration agent.--The Governor of a
State receiving a career services enhancement grant under this
subsection shall appoint the State Workforce Investment Board
or the State workforce administrative entity as the fiscal
agent and the entity responsible for administering the grant.
The State Workforce Investment Board shall give preference for
resources available under this grant to one-stop centers in
regions with regional partnerships receiving a subgrant under
section 103.
(4) Required activities.--A State receiving a career
services enhancement grant under this subsection shall use the
grant funds to expand or enhance career guidance and
exploration services for students provided through one-stop
centers, including resources funded under the Wagner-Peyser Act
(29 U.S.C. 49 et seq.), by--
(A) enhancing services for students participating
in career pathways, such as enhancing--
(i) job search and placement assistance
and, as appropriate, career counseling;
(ii) the provision of employment statistics
information, including the provision of
accurate information related to local,
regional, and national labor market areas,
which may include--
(I) job vacancy listings in the
labor market area;
(II) information on the job skills
necessary to obtain those jobs; and
(III) information related to local
occupations in demand and the earnings
and skill requirements of such
occupations;
(iii) the provision of performance
information and program cost information on
eligible providers of training described in
section 122 of the Workforce Investment Act of
1998 (29 U.S.C. 2842);
(iv) comprehensive and specialized
assessments of skill levels and development of
plans to identify and attain career goals;
(v) individual counseling and career
planning; and
(vi) short-term prevocational services,
such as the development of learning skills,
presentation skills, resume writing skills,
interviewing skills, punctuality, and
professional conduct, among others, to prepare
individuals for unsubsidized employment; or
(B) providing one-stop center career services in
proximity to high school students, subject to the
requirements of section 134(c) of the Workforce
Investment Act of 1998 (29 U.S.C. 2864(c)).
(5) Matching requirement.--Each State partnership receiving
a career services enhancement grant under this subsection shall
provide an amount, in cash or in-kind, that is not less than 50
percent of the amount of the grant, to carry out the activities
supported by the grant. The matching requirement under this
subsection may be provided from funds available from other
Federal, State, local, or private sources to carry out such
activities.
(6) Evaluation and reporting requirement.--Each eligible
State partnership in a State receiving a career services
enhancement grant under this subsection shall submit a report
to the Director regarding--
(A) the progress made on the activities described
in paragraph (4);
(B) the use of grant funds, including matched
funds, by the State partnership; and
(C) the State's progress on the performance
benchmarks described in paragraph (2)(B) that are
established with the agreement of the Director.
TITLE III--GENERAL PROVISIONS
SEC. 301. ESTABLISHMENT OF THE NATIONAL ACADEMIC AND CAREER INNOVATION
CENTER.
(a) Purpose.--The purpose of this section is to establish a
National Academic and Career Innovation Center that--
(1) encourages innovations to address the constant changes
in the highly competitive global economy;
(2) serves as a national resource for State partnerships
and regional partnerships in the United States by--
(A) disseminating information on research and best
practices regarding the development of career pathways;
(B) disseminating demonstrated curricula developed
by States; and
(C) supporting the efforts of State partnerships
and regional partnerships to offer career pathways of
proven effectiveness;
(3) designs and conducts performance evaluations of career
pathways activities, to determine whether the short- and long-
term goals of the activities are being met; and
(4) administers, oversees, and evaluates all career
pathways grants.
(b) Establishment.--
(1) In general.--There is established the National Academic
and Career Innovation Center, which shall be administered under
the terms of an interagency agreement entered into by the
Secretary of Education, the Secretary of Labor, and the
Secretary of Commerce (in this section referred to as the
``Interagency Group'').
(2) Offices.--The Center shall have offices separate from
the offices of the Department of Education, the Department of
Labor, and the Department of Commerce.
(3) Recommendations.--The Interagency Group shall consider
the recommendations of the Board, established under subsection
(d), in planning the goals of the Center and in implementing
any programs to achieve such goals.
(c) Duties.--
(1) In general.--In order to serve as a national resource
for States and regions creating and implementing career
pathways in the United States, the Center is authorized--
(A) to administer and oversee grants and contracts
under this Act;
(B) to conduct evaluations and research in
accordance with section 303 to determine the
effectiveness of the career pathways initiative under
this Act;
(C) to make findings as to whether the goals of the
career pathways initiatives under this Act have been
met by the grant programs created under this Act;
(D) to work with State partnerships and regional
partnerships to develop performance measures, in
accordance with section 302, to determine whether the
short- and long-term goals of the activities being
funded by the career pathways grants described in this
Act are being met;
(E) to advise Congress and the Departments of
Labor, Education, and Commerce on the development and
continuous improvement of career pathways;
(F) to communicate and coordinate with the
Departments of Labor, Education, and Commerce on
related activities administered by one or more of the
Departments; and
(G) to disseminate information, through online and
other resources that are easily accessible, that
shall--
(i) consist of--
(I) model career pathways curricula
developed under section 202(a); and
(II) proven best practices and
career resources, including multi-media
information and products identified by
the Center, other entities, and
repositories of information; and
(ii) facilitate the ability of secondary
schools serving high school students or other
educational entities to access and implement
model career pathways curricula if the schools
or entities so choose.
(2) Grants and contracts.--The Center may award grants to,
or enter into contracts or cooperative agreements with,
individuals, public or private institutions, agencies, or
organizations, to carry out the activities of the Center.
(3) Disclosures.--The Center shall publicly disclose,
through an easily accessible website, the Center's
justification for the Center's decision to approve or reject
each application for a grant under this Act and, in the case of
an application that is approved, the amount of the grant
awarded.
(4) Prohibition on required use of a curriculum.--The
Director shall not--
(A) use online resources supported under this
section to develop a national curriculum; or
(B) require States to use any model career pathways
curriculum included in the online resources.
(d) National Academic and Career Innovation Center Board.--
(1) Establishment.--
(A) In general.--There shall be a National Academic
and Career Innovation Center Board, which shall consist
of 15 individuals appointed by the President with the
advice and consent of the Senate.
(B) Composition.--The Board shall be comprised of
individuals who are not otherwise officers or employees
of the Federal Government and who are representative
of--
(i) public secondary education;
(ii) public postsecondary education,
including 2-year and 4-year institutions of
higher education;
(iii) businesses and trade organizations
that demonstrate an interest in career
pathways;
(iv) high school students or postsecondary
students, including at-risk youth;
(v) workforce development;
(vi) economic development;
(vii) State and local governments;
(viii) parents or legal guardians of
students; and
(ix) labor organizations.
(2) Duties.--The Board shall--
(A) make recommendations concerning the appointment
of the Director and staff of the Center;
(B) advise the Center and the Interagency Group on
a vision of career pathways that--
(i) create opportunities for high school
students to make successful transitions to
postsecondary education and employment and
improve the long-term economic prosperity for
themselves and their families; and
(ii) play an integral part in the larger
workforce and economic development systems;
(C) provide independent advice on the operation of
the Center; and
(D) receive reports from the Interagency Group and
the Director.
(3) Appointments.--
(A) In general.--Each member of the Board shall be
appointed for a term of 5 years, except that the
initial terms for members may be 1, 2, or 3 years in
order to establish a rotation in which \1/3\ of the
members are selected in each of the first 3 years of a
5-year cycle.
(B) Term limit.--Any such member may be appointed
for not more than 1 full term.
(C) Vacancies.--Any vacancy in the Board shall not
affect the powers of the Board, but shall be filled in
the same manner as the original appointment.
(D) Election of officers.--The Board shall elect a
Chairperson and Vice Chairperson of the Board from
among the members of the Board.
(E) Meetings.--The Board shall meet at the call of
the Chairperson or a majority of the members of the
Board.
(e) Director.--The Board, after considering recommendations made by
the Interagency Group, shall appoint and fix the pay of a Director.
(f) Gifts, Bequests, and Devises.--
(1) In general.--The Center may accept, administer, and use
for the purposes of the Center gifts or donations of services,
money, or property, whether real or personal, tangible or
intangible.
(2) Rules.--The Board shall establish written rules setting
forth the criteria to be used by the Center in determining
whether the acceptance of contributions of services, money, or
property whether real or personal, tangible or intangible,
would reflect unfavorably upon the ability of the Center or any
employee to carry out the responsibilities of the Center or
employee, or official duties, in a fair and objective manner,
or would compromise the integrity or the appearance of the
integrity of the Center's programs or any official involved in
those programs.
(g) Funding.--Any amounts appropriated to the Secretary of
Education, the Secretary of Labor, the Secretary of Commerce, or the
head of any other department that participates in the Center, for the
purposes that the Center is authorized to perform under this Act, may
be provided to the Center for such purposes.
SEC. 302. ACCOUNTABILITY AND PERFORMANCE MEASUREMENT.
(a) Purpose.--The purpose of this section is to establish an
accountability system, comprised of the activities described in this
section, in order to--
(1) assess the effectiveness of State and regional
activities assisted under this Act to help high school students
successfully transition from secondary school to postsecondary
education and employment primarily in high skill, high demand
industries by acquiring the skills and knowledge that lead to
long-term career success;
(2) improve the State and regional career pathways
activities assisted under this Act;
(3) assess the effectiveness of State and regional career
pathways activities in creating a highly skilled and agile
workforce that meets 21st century skill demands;
(4) maximize the return on investment of Federal funds in
State and regional career pathways activities assisted under
this Act; and
(5) assess the effectiveness of State and regional career
pathways in connecting efforts in education, economic, and
workforce development.
(b) Performance Measures.--
(1) In general.--For each State partnership and regional
partnership, performance measures shall consist of the
indicators of performance described in paragraph (2) and the
level of performance described in paragraph (3).
(2) Indicators of performance.--The indicators of
performance shall consist of the following:
(A) Interim indicators.--
(i) Student participation in a career
pathway.
(ii) Student attainment of a secondary
school diploma, disaggregated by the subgroups
described in section 1111(b)(2)(C)(v)(II) of
the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)).
(iii) Student participation in a career
pathway and attainment of a secondary school
diploma, disaggregated by the subgroups
described in such section 1111(b)(2)(C)(v)(II).
(B) Transitional indicators.--
(i) Student acquisition of a secondary
school diploma and entrance into postsecondary
education or employment.
(ii) Student acquisition of a secondary
school diploma and entrance into postsecondary
education or employment related to a high
skill, high demand industry.
(iii) Attainment of 1 or more recognized
credentials, which may include a certificate,
license, journey-status card, or associate
degree or baccalaureate degree.
(iv) Attainment of 1 or more recognized
credentials, which may include a certificate,
license, journey-status card, or associate
degree or baccalaureate degree related to a
high skill, high demand industry.
(C) Long-term indicators.--
(i) Employment of individuals who
participated in a career pathway and attained a
secondary school diploma or a credential.
(ii) Employment of individuals who
participated in a career pathway and attained a
secondary school diploma or a credential
related to a high skill, high demand industry.
(iii) The initial wage or salary level of
individuals who participated in a career
pathway and attained a secondary school
diploma.
(iv) The initial wage or salary level of
individuals who participated in a career
pathway and attained a secondary school diploma
and a credential.
(D) Additional indicators.--A State partnership may
identify in the State implementation application
additional indicators that regional partnerships
receiving a subgrant from the State partnership shall
use to evaluate career pathways activities supported by
the subgrant.
(3) Level of performance.--For each indicator of
performance, there shall be a level of performance expressed in
objective, quantifiable, and measurable form and in a way to
show the progress of the State toward continuously improving
performance.
(4) State performance measures.--
(A) In general.--Each State partnership that
receives an implementation grant under section 102 or a
transition grant under section 104 shall reach
agreement with the Director on the performance measures
for the years covered by the implementation grant or
the transition grant as a condition of receiving the
grant. The performance measures shall take into account
the State's economic conditions, student
characteristics, graduation rates, and the activities
or services provided supported by the grants.
(B) Adjustments.--If unanticipated circumstances
arise in a State resulting in a significant change in
the State's economic conditions, student
characteristics, secondary school graduation rates, or
activities or services provided, the State partnership
Governor may request that the Director adjust the level
of performance for the State.
(5) Regional performance measures.--
(A) In general.--Each regional partnership that
receives a career pathways subgrant under section 103
shall reach agreement with the State partnership on the
regional levels of performance for each core indicator
and any additional indicators that the State
partnership may establish in accordance with this
subsection for the years covered by the grant as a
condition of receiving the subgrant. The performance
measures shall take into account the economic
conditions, student characteristics, graduation rates,
and activities or services provided within the region.
(B) Adjustments.--If unanticipated circumstances
arise in a region, resulting in a significant change in
the economic conditions, student characteristics,
graduation rates, or activities or services provided,
the regional partnership may request that the State
partnership adjust the level of performance.
(6) Calculation rules.--
(A) Wage records.--In measuring progress in labor
market-related core indicators, a State partnership or
regional partnership shall use wage records, consistent
with State law and by making arrangements through the
Secretary of Labor, to ensure that the wage records of
any State or region are available to any other State or
region to the extent required by the other State or
region to complete the annual report required under
this section.
(B) Reentering students.--If a student exits the
education system at any point during secondary school
or postsecondary education, a State partnership or
regional partnership shall include the student in the
required performance data if the student reenrolls in
public education before the student attains the age of
24.
(c) Reports.--
(1) In general.--Each State partnership that receives a
grant under this Act shall annually, for each year of the
grant, provide a report to the Center that includes the
progress of the State in accomplishing the performance measures
or benchmarks for the State, which annual report shall
include--
(A) information on the progress each region
receiving a career pathways subgrant made in
accomplishing its performance measures;
(B) the costs of the career pathways activities
supported under the implementation grant under section
102 and any supplemental grants received by the State
under title II, including--
(i) the type of cost, such as cash,
personnel, equipment, supplies, or materials,
or other cost; and
(ii) the sources used to pay such costs,
such as funding from other Federal, State, or
local public programs or private sector or
philanthropic contributions, and the dollar
value of the resources leveraged to cover such
costs and support the activities; and
(C) any fiscal and management accountability
information required by the Center, using sound
financial and management practices.
(2) Valid and reliable information.--In preparing the State
reports under this subsection, each State partnership shall
establish procedures, consistent with guidelines issued by the
Center, to ensure that the information contained in the reports
is valid and reliable.
(d) FERPA.--In carrying out the requirements of this section, each
State, State partnership, and regional partnership shall comply with
section 444 of the General Education Provisions Act (the Family
Educational Rights and Privacy Act of 1974) (20 U.S.C. 1232g).
(e) Availability of Information.--The Director shall make the
information in the State partnership reports required under this
section available, through publication and other appropriate methods,
to--
(1) the Secretary of Commerce, the Secretary of Education,
and the Secretary of Labor;
(2) the Committee on Health, Education, Labor, and Pensions
of the Senate and the Committee on Education and Labor of the
House of Representatives; and
(3) the public.
SEC. 303. EVALUATION AND RESEARCH.
(a) In General.--The Director is authorized to conduct evaluation
and research, either directly or through grants or contracts, to
determine the effectiveness of the career pathway initiatives under
this Act in meeting the purposes of this Act. Research topics may
include--
(1) effective activities and interventions to engage high
school students and help the students transition to
postsecondary education and careers, including improving
outcomes for at-risk youth;
(2) effective improvements to data systems to better enable
States and regions to measure student academic and career
longitudinal outcomes; and
(3) the taxpayer return on investment in the career
pathways initiative under this Act and the participant return
on investment in the career pathways initiatives under this
Act.
(b) Award Basis.--Each grant or contract awarded under subsection
(a) that is in an amount that exceeds $200,000 shall be awarded only on
a competitive basis, except that a noncompetitive award of more than
$200,000 may be made in the case of a project that is funded jointly
with other public or private entities that provide a substantial
portion of assistance under the grant or contract for the project.
(c) Peer Review.--The Center shall utilize a peer review process--
(1) to review all applications for research and evaluation
grants and contracts in excess of $500,000; and
(2) to review and designate the exemplary and promising
career pathways curricula, practices, and model approaches.
(d) Methodology.--Evaluations conducted under this section shall
utilize appropriate methodology and research designs.
(e) Distribution.--Not later than 60 days after the completion of a
final research or evaluation report under this subsection, the Director
shall--
(1) make the final report available to the public and to
the States; and
(2) submit the final report, accompanied by the
recommendations of the Center, as appropriate to the Secretary
of Commerce, the Secretary of Education, and the Secretary of
Labor, and the appropriate committees of Congress.
(f) Affect on Other Programs.--The Secretary of Commerce, the
Secretary of Education, and the Secretary of Labor shall take the
findings of the evaluation and research described in this section and
the reports under section 302(f) into account.
SEC. 304. BENEFITS AND LABOR STANDARDS.
(a) In General.--The provisions of subsection (a)(1), paragraphs
(2), (3), and (4) of subsection (b), and subsection (c), of section 181
of the Workforce Investment Act of 1988 (29 U.S.C. 2931) that apply to
individuals participating in activities under title I of that Act (29
U.S.C. 2801 et seq.), shall apply in the same manner to individuals
participating in programs under this Act.
(b) References.--For purposes of the application described in
subsection (a), a reference to--
(1) funds or a recipient of funds under that title shall be
considered to be a reference to funds or a recipient of funds
under this Act;
(2) a requirement or violation of that title shall be
considered to be a reference to a requirement or violation of
this Act; and
(3) the Secretary of Labor shall be considered to be a
reference to the Center.
SEC. 305. SUNSHINE PROVISION.
Each State partnership and regional partnership receiving a grant
or subgrant under this Act shall make available to the public--
(1) on a regular basis through open meetings--
(A) information about the activities of the State
partnership or regional partnership, respectively,
including information on the State plan under section
101 and how to provide comments prior to the State
partnership's submission of the plan; and
(B) information about the membership of the State
partnership or regional partnership, respectively; and
(2) upon request, the minutes of the formal meetings of the
State partnership or regional partnership, respectively.
SEC. 306. AUTHORIZATION OF APPROPRIATIONS AND DISTRIBUTION.
(a) Authorization of Appropriations.--There is authorized to be
appropriated to the Center to carry out the activities described in
this Act $930,000,000 for fiscal year 2010, and such sums as may be
necessary for each of the fiscal years 2011 through 2018.
(b) Distribution.--
(1) In general.--Of the amount appropriated under
subsection (a) for fiscal year 2010, the Center shall use--
(A) $12,000,000 to carry out section 101;
(B) a total of $600,000,000 to carry out sections
102, 103, and 104;
(C) $300,000,000 to carry out section 201; and
(D) $18,000,000 to carry out title III.
(2) Ratable reduction.--In the event that the amounts
appropriated under this section for fiscal year 2010 is less
than the amounts required to carry out paragraph (1), the
Center shall ratably reduce each such amount for such fiscal
year.
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