[Congressional Record Volume 161, Number 24 (Thursday, February 12, 2015)]
[Senate]
[Pages S985-S986]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. KAINE (for himself, Ms. Baldwin, and Mr. Portman):
  S. 478. A bill to promote career readiness indicators and career 
counseling for students; to the Committee on Health, Education, Labor, 
and Pensions.
  Mr. KAINE. Mr. President, preparing all students to be college and 
career-ready upon graduating high school is one of the central promises 
that public education and the Elementary and Secondary Education Act, 
ESEA, should fulfill. However, career readiness has

[[Page S986]]

all too often taken a back seat to a focus on traditional college 
preparation. Strong academic skills are essential to college 
preparation, but it takes much more to be truly ready for a career.
  Today many students graduate high schools with little knowledge of 
the careers available to them and the technical skills needed to meet 
the demands of the 2lst century job market. ``Career readiness 
indicators'' are factors that demonstrate a student's preparedness, 
including both academic and technical knowledge and skills, for 
postsecondary education and the workforce. By encouraging school 
districts to track and report on career readiness indicators, States 
can send a signal to schools, communities, parents, and students that 
it is critical to be prepared for the workforce regardless of 
postsecondary education plans. Additionally, it provides public data 
for employers to help locate their operations in regions with a high-
skilled workforce.
  This is why I am pleased to introduce with my colleagues, Senator 
Portman and Senator Baldwin, the Career Ready Act, which will amend the 
Elementary and Secondary Education Act to expand on these efforts by 
encouraging more states to report on courses in their school systems. 
This includes utilizing multiple indicators of career readiness when 
states report data to the federal government such as student 
participation in career and technical education courses or attainment 
of recognized postsecondary credentials or academic and technical 
skills including industry-recognized credentials, certifications, 
licenses, and postsecondary degrees. Tracking and publishing this data 
provides much-needed information for businesses and workforce leaders 
that is not provided under current law.
  This bipartisan legislation also strengthens the Elementary and 
Secondary School Counseling grant program in current law by placing an 
emphasis on career guidance and providing professional development for 
school counselors to use labor market information and partnerships with 
community groups such as local workforce investment boards, businesses, 
industries, and regional economic development agencies to educate 
students on postsecondary opportunities. The Career Ready Act 
encourages schools to align career exploration course offerings and 
counseling to the workforce needs of the local community and coordinate 
with the requirements of the Workforce Investment and Opportunity Act 
and the Carl D. Perkins Career and Technical Education Act.
  I am proud to introduce this commonsense, bipartisan legislation to 
improve career readiness and career guidance to ensure students are 
prepared for the 21st century workforce. I strongly encourage my 
colleagues on the Health, Education, Labor, and Pensions committee to 
consider this legislation in any ESEA reauthorization.
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