[Congressional Record Volume 162, Number 138 (Tuesday, September 13, 2016)]
[House]
[Pages H5365-H5380]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
STRENGTHENING CAREER AND TECHNICAL EDUCATION FOR THE 21ST CENTURY ACT
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I move to suspend the
rules and pass the bill (H.R. 5587) to reauthorize the Carl D. Perkins
Career and Technical Education Act of 2006, as amended.
The Clerk read the title of the bill.
The text of the bill is as follows:
H.R. 5587
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Strengthening Career and
Technical Education for the 21st Century Act''.
SEC. 2. TABLE OF CONTENTS.
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
Sec. 3. References.
Sec. 4. Effective date.
Sec. 5. Table of contents of the Carl D. Perkins Career and Technical
Education Act of 2006.
Sec. 6. Purpose.
Sec. 7. Definitions.
Sec. 8. Transition provisions.
Sec. 9. Prohibitions.
Sec. 10. Authorization of appropriations.
TITLE I--CAREER AND TECHNICAL EDUCATION ASSISTANCE TO THE STATES
Part A--Allotment and Allocation
Sec. 110. Reservations and State allotment.
Sec. 111. Within State allocation.
Sec. 112. Accountability.
Sec. 113. National activities.
Sec. 114. Assistance for the outlying areas.
Sec. 115. Tribally controlled postsecondary career and technical
institutions.
Sec. 116. Occupational and employment information.
Part B--State Provisions
Sec. 121. State plan.
Sec. 122. Improvement plans.
Sec. 123. State leadership activities.
Part C--Local Provisions
Sec. 131. Local application for career and technical education
programs.
Sec. 132. Local uses of funds.
[[Page H5366]]
TITLE II--GENERAL PROVISIONS
Sec. 201. Federal and State administrative provisions.
TITLE III--AMENDMENTS TO THE WAGNER-PEYSER ACT
Sec. 301. State responsibilities.
SEC. 3. REFERENCES.
Except as otherwise expressly provided, whenever in this
Act an amendment or repeal is expressed in terms of an
amendment to, or repeal of, a section or other provision, the
reference shall be considered to be made to a section or
other provision of the Carl D. Perkins Career and Technical
Education Act of 2006 (20 U.S.C. 2301 et seq.).
SEC. 4. EFFECTIVE DATE.
This Act and the amendments made by this Act shall take
effect beginning on July 1, 2017.
SEC. 5. TABLE OF CONTENTS OF THE CARL D. PERKINS CAREER AND
TECHNICAL EDUCATION ACT OF 2006.
Section 1(b) is amended to read as follows:
``(b) Table of Contents.--The table of contents for this
Act is as follows:
``Sec. 1. Short title; table of contents.
``Sec. 2. Purpose.
``Sec. 3. Definitions.
``Sec. 4. Transition provisions.
``Sec. 5. Privacy.
``Sec. 6. Limitation.
``Sec. 7. Special rule.
``Sec. 8. Prohibitions.
``Sec. 9. Authorization of appropriations.
``TITLE I--CAREER AND TECHNICAL EDUCATION ASSISTANCE TO THE STATES
``Part A--Allotment and Allocation
``Sec. 111. Reservations and State allotment.
``Sec. 112. Within State allocation.
``Sec. 113. Accountability.
``Sec. 114. National activities.
``Sec. 115. Assistance for the outlying areas.
``Sec. 116. Native American programs.
``Sec. 117. Tribally controlled postsecondary career and technical
institutions.
``Part B--State Provisions
``Sec. 121. State administration.
``Sec. 122. State plan.
``Sec. 123. Improvement plans.
``Sec. 124. State leadership activities.
``Part C--Local Provisions
``Sec. 131. Distribution of funds to secondary education programs.
``Sec. 132. Distribution of funds for postsecondary education programs.
``Sec. 133. Special rules for career and technical education.
``Sec. 134. Local application for career and technical education
programs.
``Sec. 135. Local uses of funds.
``TITLE II--GENERAL PROVISIONS
``Part A--Federal Administrative Provisions
``Sec. 211. Fiscal requirements.
``Sec. 212. Authority to make payments.
``Sec. 213. Construction.
``Sec. 214. Voluntary selection and participation.
``Sec. 215. Limitation for certain students.
``Sec. 216. Federal laws guaranteeing civil rights.
``Sec. 217. Participation of private school personnel and children.
``Sec. 218. Limitation on Federal regulations.
``Sec. 219. Study on programs of study aligned to high-skill, high-wage
occupations.
``Part B--State Administrative Provisions
``Sec. 221. Joint funding.
``Sec. 222. Prohibition on use of funds to induce out-of-State
relocation of businesses.
``Sec. 223. State administrative costs.
``Sec. 224. Student assistance and other Federal programs.''.
SEC. 6. PURPOSE.
Section 2 (20 U.S.C. 2301) is amended--
(1) in the matter preceding paragraph (1)--
(A) by striking ``academic and career and technical
skills'' and inserting ``academic knowledge and technical and
employability skills''; and
(B) by inserting ``and programs of study'' after
``technical education programs'';
(2) in paragraph (3), by striking ``, including tech prep
education''; and
(3) in paragraph (4), by inserting ``and programs of
study'' after ``technical education programs''.
SEC. 7. DEFINITIONS.
Section 3 (20 U.S.C. 2302) is amended--
(1) by striking paragraphs (16), (23), (24), (25), (26),
and (32);
(2) by redesignating paragraphs (8), (9), (10), (11), (12),
(13), (14), (15), (17), (18), (19), (20), (21), (22), (27),
(28), (29), (30), (31), (33), and (34) as paragraphs (9),
(10), (13), (16), (17), (19), (20), (23), (25), (27), (28),
(30), (32), (35), (39), (40), (41), (44), (45), (46), and
(47), respectively;
(3) in paragraph (3)--
(A) in subparagraph (B), by striking ``5 different
occupational fields to individuals'' and inserting ``3
different fields, especially in in-demand industry sectors or
occupations, that are available to all students''; and
(B) in subparagraph (D), by striking ``not fewer than 5
different occupational fields'' and inserting ``not fewer
than 3 different occupational fields'';
(4) in paragraph (5)--
(A) in subparagraph (A)--
(i) in clause (i)--
(I) by striking ``coherent and rigorous content aligned
with challenging academic standards'' and inserting ``content
at the secondary level aligned with the challenging State
academic standards adopted by a State under section
1111(b)(1) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(b)(1)), and at the postsecondary level
with the rigorous academic content,''
(II) by striking ``and skills'' and inserting ``and
skills,''; and
(III) by inserting ``, including in in-demand industry
sectors or occupations'' before the semicolon at the end;
(ii) in clause (ii), by striking ``, an industry-recognized
credential, a certificate, or an associate degree'' and
inserting ``or a recognized postsecondary credential, which
may include an industry-recognized credential''; and
(iii) in clause (iii), by striking ``and'' at the end;
(B) in subparagraph (B)--
(i) by inserting ``, work-based, or other'' after
``competency-based'';
(ii) by striking ``contributes to the'' and inserting
``supports the development of'';
(iii) by striking the period at the end and inserting a
semicolon; and
(iv) by striking ``general''; and
(C) by adding at the end the following:
``(C) to the extent practicable, coordinate between
secondary and postsecondary education programs, which may
include early college programs with articulation agreements,
dual or concurrent enrollment program opportunities, or
programs of study; and
``(D) may include career exploration at the high school
level or as early as the middle grades (as such term is
defined in section 8101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801)).'';
(5) in paragraph (7)--
(A) in subparagraph (A), by striking ``(and parents, as
appropriate)'' and inserting ``(and, as appropriate, parents
and out-of-school youth)''; and
(B) in subparagraph (B), by striking ``financial aid,'' and
all that follows through the period at the end and inserting
``financial aid, job training, secondary and postsecondary
options (including baccalaureate degree programs), dual or
concurrent enrollment programs, work-based learning
opportunities, and support services.'';
(6) by inserting after paragraph (7) the following:
``(8) Career pathways.--The term `career pathways' has the
meaning given the term in section 3 of the Workforce
Innovation and Opportunity Act (29 U.S.C. 3102).'';
(7) by inserting after paragraph (10) (as so redesignated
by paragraph (2)) the following:
``(11) CTE concentrator.--The term `CTE concentrator'
means--
``(A) at the secondary school level, a student served by an
eligible recipient who has--
``(i) completed 3 or more career and technical education
courses; or
``(ii) completed at least 2 courses in a single career and
technical education program or program of study; or
``(B) at the postsecondary level, a student enrolled in an
eligible recipient who has--
``(i) earned at least 12 cumulative credits within a career
and technical education program or program of study; or
``(ii) completed such a program if the program encompasses
fewer than 12 credits or the equivalent in total.
``(12) CTE participant.--The term `CTE participant' means
an individual who completes not less than 1 course or earns
not less than 1 credit in a career and technical education
program or program of study of an eligible recipient.'';
(8) by inserting after paragraph (13) (as so redesignated
by paragraph (2)) the following:
``(14) Dual or concurrent enrollment.--The term `dual or
concurrent enrollment' has the meaning given the term in
section 8101 of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7801).
``(15) Early college high school.--The term `early college
high school' has the meaning given the term in section 8101
of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).'';
(9) by inserting after paragraph (17) (as so redesignated
by paragraph (2)) the following:
``(18) Eligible entity.--The term `eligible entity' means a
consortium that--
``(A) shall include at least two of the following:
``(i) a local educational agency;
``(ii) an educational service agency;
``(iii) an eligible institution;
``(iv) an area career and technical education school;
``(v) a State educational agency; or
``(vi) the Bureau of Indian Education;
``(B) may include a regional, State, or local public or
private organization, including a community-based
organization, one or more employers, or a qualified
intermediary; and
``(C) is led by an entity or partnership of entities
described in subparagraph (A).'';
(10) by amending paragraph (19) (as so redesignated by
paragraph (2)) to read as follows:
``(19) Eligible institution.--The term `eligible
institution' means--
``(A) a consortium of 2 or more of the entities described
in subparagraphs (B) through (F);
``(B) a public or nonprofit private institution of higher
education that offers and will use funds provided under this
title in support of career and technical education courses
that lead to technical skill proficiency, an industry-
recognized credential, a certificate, or an associate degree;
``(C) a local educational agency providing education at the
postsecondary level;
[[Page H5367]]
``(D) an area career and technical education school
providing education at the postsecondary level;
``(E) a postsecondary educational institution controlled by
the Bureau of Indian Affairs or operated by or on behalf of
any Indian tribe that is eligible to contract with the
Secretary of the Interior for the administration of programs
under the Indian Self-Determination and Education Assistance
Act (25 U.S.C. 450 et seq.) or the Act of April 16, 1934 (25
U.S.C. 452 et seq.); or
``(F) an educational service agency.'';
(11) by amending paragraph (20) (as so redesignated by
paragraph (2)) to read as follows:
``(20) Eligible recipient.--The term `eligible recipient'
means--
``(A) an eligible institution or consortium of eligible
institutions eligible to receive assistance under section
132; or
``(B) a local educational agency (including a public
charter school that operates as a local educational agency),
an area career and technical education school, an educational
service agency, or a consortium of such entities, eligible to
receive assistance under section 131.'';
(12) by adding after paragraph (20) (as so redesignated by
paragraph (2)) the following:
``(21) English learner.--The term `English learner' means--
``(A) a secondary school student who is an English learner,
as defined in section 8101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801); or
``(B) an adult or an out-of-school youth who has limited
ability in speaking, reading, writing, or understanding the
English language and--
``(i) whose native language is a language other than
English; or
``(ii) who lives in a family environment in which a
language other than English is the dominant language.
``(22) Evidence-based.--The term `evidence-based' has the
meaning given the term in section 8101(21)(A) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801(21)(A)).'';
(13) by inserting after paragraph (23) (as so redesignated
by paragraph (2)) the following:
``(24) In-demand industry sector or occupation.--The term
`in-demand industry sector or occupation' has the meaning
given the term in section 3 of the Workforce Innovation and
Opportunity Act (29 U.S.C. 3102).'';
(14) by inserting after paragraph (25) (as so redesignated
by paragraph (2)) the following:
``(26) Industry or sector partnership.--The term `industry
or sector partnership' has the meaning given the term in
section 3 of the Workforce Innovation and Opportunity Act (29
U.S.C. 3102).'';
(15) by inserting after paragraph (28) (as so redesignated
by paragraph (2)) the following:
``(29) Local workforce development board.--The term `local
workforce development board' means a local workforce
development board established under section 107 of the
Workforce Innovation and Opportunity Act.'';
(16) by inserting after paragraph (30) (as so redesignated
by paragraph (2)) the following:
``(31) Out-of-school youth.--The term `out-of-school youth'
has the meaning given the term in section 3 of the Workforce
Innovation and Opportunity Act (29 U.S.C. 3102).'';
(17) by inserting after paragraph (32) (as so redesignated
by paragraph (2)) the following:
``(33) Paraprofessional.--The term `paraprofessional' has
the meaning given the term in section 8101 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 7801).
``(34) Pay for success initiative.--The term `pay for
success initiative' has the meaning given the term in section
8101 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 7801), except that such term does not include an
initiative that--
``(A) reduces the special education or related services
that a student would otherwise receive under the Individuals
with Disabilities Education Act (20 U.S.C. 1400 et seq.); or
``(B) otherwise reduces the rights of a student or the
obligations of an entity under the Individuals with
Disabilities Education Act (20 U.S.C. 1400 et seq.), the
Rehabilitation Act of 1973 (29 U.S.C. 701 et seq.), the
Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et
seq.), or any other law.'';
(18) by inserting after paragraph (35) (as so redesignated
by paragraph (2)) the following:
``(36) Program of study.--The term `program of study' means
a coordinated, nonduplicative sequence of secondary and
postsecondary academic and technical content that--
``(A) incorporates challenging State academic standards,
including those adopted by a State under section 1111(b)(1)
of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(b)(1)), that--
``(i) address both academic and technical knowledge and
skills, including employability skills; and
``(ii) are aligned with the needs of industries in the
economy of the State, region, or local area;
``(B) progresses in specificity (beginning with all aspects
of an industry or career cluster and leading to more
occupational specific instruction);
``(C) has multiple entry and exit points that incorporate
credentialing; and
``(D) culminates in the attainment of a recognized
postsecondary credential.
``(37) Qualified intermediary.--The term `qualified
intermediary' means a non-profit entity that demonstrates
expertise to build, connect, sustain, and measure
partnerships with entities such as employers, schools,
community-based organizations, postsecondary institutions,
social service organizations, economic development
organizations, and workforce systems to broker services,
resources, and supports to youth and the organizations and
systems that are designed to serve youth, including--
``(A) connecting employers to classrooms;
``(B) assisting in the design and implementation of career
and technical education programs and programs of study;
``(C) delivering professional development;
``(D) connecting students to internships and other work-
based learning opportunities; and
``(E) developing personalized student supports.
``(38) Recognized postsecondary credential.--The term
`recognized postsecondary credential' has the meaning given
the term in section 3 of the Workforce Innovation and
Opportunity Act (29 U.S.C. 3102).'';
(19) in paragraph (41) (as so redesignated by paragraph
(2))--
(A) in subparagraph (B), by striking ``foster children''
and inserting ``youth who are in or have aged out of the
foster care system'';
(B) in subparagraph (E), by striking ``and'' at the end;
(C) in subparagraph (F), by striking ``individuals with
limited English proficiency.'' and inserting ``English
learners;''; and
(D) by adding at the end the following:
``(G) homeless individuals described in section 725 of the
McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a);
and
``(H) youth with a parent who--
``(i) is a member of the armed forces (as such term is
defined in section 101(a)(4) of title 10, United States
Code); and
``(ii) is on active duty (as such term is defined in
section 101(d)(1) of such title).'';
(20) by inserting after paragraph (41) (as so redesignated
by paragraph (2)) the following:
``(42) Specialized instructional support personnel.--The
term `specialized instructional support personnel' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
``(43) Specialized instructional support services.--The
term `specialized instructional support services' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).'';
(21) in paragraph (45) (as so redesignated by paragraph
(2)) by inserting ``(including paraprofessionals and
specialized instructional support personnel)'' after
``supportive personnel''; and
(22) by adding at the end the following:
``(48) Universal design for learning.--The term `universal
design for learning' has the meaning given the term in
section 8101 of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7801).
``(49) Work-based learning.--The term `work-based learning'
means sustained interactions with industry or community
professionals in real workplace settings, to the extent
practicable, or simulated environments at an educational
institution that foster in-depth, first-hand engagement with
the tasks required of a given career field, that are aligned
to curriculum and instruction.''.
SEC. 8. TRANSITION PROVISIONS.
Section 4 (20 U.S.C. 2303) is amended--
(1) by striking ``the Secretary determines to be
appropriate'' and inserting ``are necessary'';
(2) by striking ``Carl D. Perkins Career and Technical
Education Improvement Act of 2006'' each place it appears and
inserting ``Strengthening Career and Technical Education for
the 21st Century Act''; and
(3) by striking ``1998'' and inserting ``2006''.
SEC. 9. PROHIBITIONS.
Section 8 (20 U.S.C. 2306a) is amended--
(1) in subsection (a), by striking ``Federal Government to
mandate,'' and all that follows through the end and inserting
``Federal Government--
``(1) to condition or incentivize the receipt of any grant,
contract, or cooperative agreement, or the receipt of any
priority or preference under such grant, contract, or
cooperative agreement, upon a State, local educational
agency, eligible agency, eligible recipient, eligible entity,
or school's adoption or implementation of specific
instructional content, academic standards and assessments,
curricula, or program of instruction (including any
condition, priority, or preference to adopt the Common Core
State Standards developed under the Common Core State
Standards Initiative, any other academic standards common to
a significant number of States, or any assessment,
instructional content, or curriculum aligned to such
standards);
``(2) through grants, contracts, or other cooperative
agreements, to mandate, direct, or control a State, local
educational agency, eligible agency, eligible recipient,
eligible entity, or school's specific instructional content,
academic standards and assessments, curricula, or program of
instruction (including any requirement, direction, or mandate
to adopt the Common Core State Standards developed under the
Common Core State Standards Initiative, any other academic
standards common to a significant number of States, or any
assessment, instructional content, or curriculum aligned to
such standards); and
``(3) except as required under sections 112(b), 211(b), and
223--
[[Page H5368]]
``(A) to mandate, direct, or control the allocation of
State or local resources; or
``(B) to mandate that a State or a political subdivision of
a State spend any funds or incur any costs not paid for under
this Act.''; and
(2) by striking subsection (d) and redesignating subsection
(e) as subsection (d).
SEC. 10. AUTHORIZATION OF APPROPRIATIONS.
Section 9 (20 U.S.C. 2307) is amended to read as follows:
``SEC. 9. AUTHORIZATION OF APPROPRIATIONS.
``There are to be authorized to be appropriated to carry
out this Act (other than sections 114 and 117)--
``(1) $1,133,002,074 for fiscal year 2017;
``(2) $1,148,618,465 for fiscal year 2018;
``(3) $1,164,450,099 for fiscal year 2019;
``(4) $1,180,499,945 for fiscal year 2020;
``(5) $1,196,771,008 for fiscal year 2021; and
``(6) $1,213,266,339 for fiscal year 2022.''.
TITLE I--CAREER AND TECHNICAL EDUCATION ASSISTANCE TO THE STATES
PART A--ALLOTMENT AND ALLOCATION
SEC. 110. RESERVATIONS AND STATE ALLOTMENT.
Paragraph (5) of section 111(a) (20 U.S.C. 2321(a)) is
amended--
(1) in subparagraph (A), by striking ``No State'' and
inserting ``For each of fiscal years 2017, 2018, and 2019, no
State'';
(2) by redesignating subparagraph (B) as subparagraph (C);
(3) by inserting after subparagraph (A), as amended by
paragraph (1), the following:
``(B) Fiscal year 2020 and each succeeding fiscal year.--
For fiscal year 2020 and each of the succeeding fiscal years,
no State shall receive an allotment under this section for a
fiscal year that is less than 90 percent of the allotment the
State received under this section for the preceding fiscal
year.''; and
(4) in subparagraph (C), as redesignated by paragraph (2),
by striking ``subparagraph (A)'' and inserting ``subparagraph
(A) or (B)''.
SEC. 111. WITHIN STATE ALLOCATION.
Section 112 (20 U.S.C. 2322) is amended--
(1) in subsection (a)--
(A) in paragraph (1), by striking ``10 percent'' and
inserting ``15 percent'';
(B) in paragraph (2)--
(i) in subparagraph (A)--
(I) by striking ``1 percent'' and inserting ``2 percent'';
and
(II) by striking ``State correctional institutions and
institutions'' and inserting ``State correctional
institutions, juvenile justice facilities, and educational
institutions''; and
(ii) in subparagraph (B), by striking ``available for
services'' and inserting ``available to assist eligible
recipients in providing services''; and
(C) in paragraph (3)(B), by striking ``a local plan;'' and
inserting ``local applications;''; and
(2) in subsection (c), by striking ``section 135'' and all
that follows through the end and inserting ``section 135--
``(1) in--
``(A) rural areas;
``(B) areas with high percentages of CTE concentrators or
CTE participants; and
``(C) areas with high numbers of CTE concentrators or CTE
participants; and
``(2) in order to--
``(A) foster innovation through the identification and
promotion of promising and proven career and technical
education programs, practices, and strategies, which may
include practices and strategies that prepare individuals for
nontraditional fields; or
``(B) promote the development, implementation, and adoption
of programs of study or career pathways aligned with State-
identified in-demand occupations or industries.''.
SEC. 112. ACCOUNTABILITY.
Section 113 (20 U.S.C. 2323) is amended--
(1) in subsection (a), by striking ``comprised of the
activities'' and inserting ``comprising the activities'';
(2) in subsection (b)--
(A) in paragraph (1), by striking subparagraph (B) and
redesignating subparagraph (C) as subparagraph (B);
(B) in paragraph (1)(B), as so redesignated, by striking
``, and State levels of performance described in paragraph
(3)(B) for each additional indicator of performance''; and
(C) by striking paragraph (2) and inserting the following:
``(2) Indicators of performance.--
``(A) Core indicators of performance for cte concentrators
at the secondary level.--Each eligible agency shall identify
in the State plan core indicators of performance for CTE
concentrators at the secondary level that are valid and
reliable, and that include, at a minimum, measures of each of
the following:
``(i) The percentage of CTE concentrators who graduate high
school, as measured by--
``(I) the four-year adjusted cohort graduation rate
(defined in section 8101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801)); and
``(II) at the State's discretion, the extended-year
adjusted cohort graduation rate defined in such section 8101
(20 U.S.C. 7801).
``(ii) CTE concentrator attainment of challenging State
academic standards adopted by the State under section
1111(b)(1) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(b)(1)), and measured by the academic
assessments described in section 1111(b)(2) of such Act (20
U.S.C. 6311(b)(2)).
``(iii) The percentage of CTE concentrators who, in the
second quarter following the program year after exiting from
secondary education, are in postsecondary education or
advanced training, military service, or unsubsidized
employment.
``(iv) Not less than one indicator of career and technical
education program quality that--
``(I) shall include, not less than one of the following--
``(aa) the percentage of CTE concentrators graduating from
high school having attained recognized postsecondary
credentials;
``(bb) the percentage of CTE concentrators graduating from
high school having attained postsecondary credits in the
relevant career and technical educational program or program
of study earned through dual and concurrent enrollment or
another credit transfer agreement; or
``(cc) the percentage of CTE concentrators graduating from
high school having participated in work-based learning; and
``(II) may include any other measure of student success in
career and technical education that is statewide, valid, and
reliable.
``(v) The percentage of CTE concentrators in career and
technical education programs and programs of study that lead
to nontraditional fields.
``(B) Core indicators of performance for cte concentrators
at the postsecondary level.--Each eligible agency shall
identify in the State plan core indicators of performance for
CTE concentrators at the postsecondary level that are valid
and reliable, and that include, at a minimum, measures of
each of the following:
``(i) The percentage of CTE concentrators, who, during the
second quarter after program completion, are in education or
training activities, advanced training, or unsubsidized
employment.
``(ii) The median earnings of CTE concentrators in
unsubsidized employment two quarters after program
completion.
``(iii) The percentage of CTE concentrators who receive a
recognized postsecondary credential during participation in
or within 1 year of program completion.
``(iv) The percentage of CTE concentrators in career and
technical education programs and programs of study that lead
to nontraditional fields.
``(C) Alignment of performance indicators.--In developing
core indicators of performance under subparagraphs (A) and
(B), an eligible agency shall, to the greatest extent
possible, align the indicators so that substantially similar
information gathered for other State and Federal programs, or
for any other purpose, may be used to meet the requirements
of this section.'';
(D) in paragraph (3)--
(i) by amending subparagraph (A) to read as follows:
``(A) State adjusted levels of performance for core
indicators of performance.--
``(i) In general.--Each eligible agency, with input from
eligible recipients, shall establish and identify in the
State plan submitted under section 122, for the first 2
program years covered by the State plan, levels of
performance for each of the core indicators of performance
described in subparagraphs (A) and (B) of paragraph (2) for
career and technical education activities authorized under
this title. The levels of performance established under this
subparagraph shall, at a minimum--
``(I) be expressed in a percentage or numerical form, so as
to be objective, quantifiable, and measurable; and
``(II) be sufficiently ambitious to allow for meaningful
evaluation of program quality.
``(ii) State adjusted levels of performance for subsequent
years.--Prior to the third program year covered by the State
plan, each eligible agency shall revise the State levels of
performance for each of the core indicators of performance
for the subsequent program years covered by the State plan,
taking into account the extent to which such levels of
performance promote meaningful program improvement on such
indicators. The State adjusted levels of performance
identified under this clause shall be considered to be the
State adjusted levels of performance for the State for such
years and shall be incorporated into the State plan.
``(iii) Reporting.--The eligible agency shall, for each
year described in clauses (i) and (iii), publicly report and
widely disseminate the State levels of performance described
in this subparagraph.
``(iv) Revisions.--If unanticipated circumstances arise in
a State, the eligible agency may revise the State adjusted
levels of performance required under this subparagraph, and
submit such revised levels of performance with evidence
supporting the revision and demonstrating public
consultation, in a manner consistent with the process
described in subsections (d) and (f) of section 122.''; and
(ii) by striking subparagraph (B) and inserting the
following:
``(B) Actual levels of performance.--At the end of each
program year, the eligible agency shall determine actual
levels of performance on each of the core indicators of
performance and publicly report and widely disseminate the
actual levels of performance described in this
subparagraph.''; and
(E) in paragraph (4)--
(i) in subparagraph (A)--
(I) in clause (i)(I), by striking ``consistent with the
State levels of performance established under paragraph (3),
so as'' and inserting ``consistent with the form expressed in
the State levels, so as'';
[[Page H5369]]
(II) by striking clause (i)(II) and inserting the
following:
``(II) be sufficiently ambitious to allow for meaningful
evaluation of program quality.'';
(III) in clause (iv)--
(aa) by striking ``third and fifth program years'' and
inserting ``third program year''; and
(bb) by striking ``corresponding'' before ``subsequent
program years'';
(IV) in clause (v)--
(aa) by striking ``and'' at the end of subclause (I);
(bb) by redesignating subclause (II) as subclause (III);
(cc) by inserting after subclause (I) the following:
``(II) local economic conditions;'';
(dd) in subclause (III), as so redesignated, by striking
``promote continuous improvement on the core indicators of
performance by the eligible recipient.'' and inserting
``advance the eligible recipient's accomplishments of the
goals set forth in the local application; and''; and
(ee) by adding at the end the following:
``(IV) the eligible recipient's ability and capacity to
collect and access valid, reliable, and cost effective
data.'';
(V) in clause (vi), by inserting ``or changes occur related
to improvements in data or measurement approaches,'' after
``factors described in clause (v),''; and
(VI) by adding at the end the following:
``(vii) Reporting.--The eligible recipient shall, for each
year described in clauses (iii) and (iv), publicly report the
local levels of performance described in this
subparagraph.'';
(ii) by striking subparagraph (B) and redesignating
subparagraph (C) as subparagraph (B); and
(iii) in clause (ii)(I) of subparagraph (B), as so
redesignated--
(I) by striking ``section 1111(h)(1)(C)(i)'' and inserting
``section 1111(h)(1)(C)(ii)''; and
(II) by striking ``section 3(29)'' and inserting ``section
3(40)''; and
(3) in subsection (c)--
(A) in the heading, by inserting ``State'' before
``Report'';
(B) in paragraph (1)(B), by striking ``information on the
levels of performance achieved by the State with respect to
the additional indicators of performance, including the'' and
inserting ``the''; and
(C) in paragraph (2)(A)--
(i) by striking ``categories'' and inserting ``subgroups'';
(ii) by striking ``section 1111(h)(1)(C)(i)'' and inserting
``section 1111(h)(1)(C)(ii)''; and
(iii) by striking ``section 3(29)'' and inserting ``section
3(40)''.
SEC. 113. NATIONAL ACTIVITIES.
Section 114 (20 U.S.C. 2324) is amended--
(1) in subsection (a)--
(A) in paragraph (1)--
(i) by striking ``The Secretary shall'' the first place it
appears and inserting ``The Secretary shall, in consultation
with the Director of the Institute for Education Sciences,'';
and
(ii) by inserting ``from eligible agencies under section
113(c)'' after ``pursuant to this title''; and
(B) by striking paragraph (3);
(2) by amending subsection (b) to read as follows:
``(b) Reasonable Cost.--The Secretary shall take such
action as may be necessary to secure at reasonable cost the
information required by this title. To ensure reasonable
cost, the Secretary, in consultation with the National Center
for Education Statistics and the Office of Career, Technical,
and Adult Education shall determine the methodology to be
used and the frequency with which such information is to be
collected.'';
(3) in subsection (c)--
(A) in paragraph (1)--
(i) by striking ``may'' and inserting ``shall'';
(ii) by striking ``, directly or through grants, contracts,
or cooperative agreements,'' and inserting ``directly or
through grants''; and
(iii) by striking ``and assessment''; and
(B) in paragraph (2)--
(i) in subparagraph (B), by inserting ``, acting through
the Director of the Institute for Education Sciences,'' after
``describe how the Secretary''; and
(ii) in subparagraph (C), by inserting ``, in consultation
with the Director of the Institute for Education Sciences,''
after ``the Secretary'';
(4) in subsection (d)--
(A) in paragraph (1)--
(i) in subparagraph (A)--
(I) by inserting ``, acting through the Director of the
Institute for Education Sciences,'' after ``The Secretary'';
(II) by inserting ``and the plan developed under subsection
(c)'' after ``described in paragraph (2)''; and
(III) by striking ``assessment'' each place such term
appears and inserting ``evaluation''; and
(ii) in subparagraph (B)--
(I) in clause (v), by striking ``; and'' and inserting a
semicolon;
(II) in clause (vi), by striking the period at the end and
inserting ``, which may include individuals with expertise in
addressing inequities in access to, and in opportunities for
academic and technical skill attainment; and''; and
(III) by adding at the end the following:
``(vii) representatives of special populations.'';
(B) in paragraph (2)--
(i) in the heading, by striking ``and assessment'';
(ii) in subparagraph (A)--
(I) by inserting ``, acting through the Director of the
Institute for Education Sciences,'' after ``the Secretary'';
(II) by striking ``an independent evaluation and
assessment'' and inserting ``a series of research and
evaluation initiatives for each year for which funds are
appropriated to carry out this Act, which are aligned with
the plan in subsection (c)(2),'';
(III) by striking ``Carl D. Perkins Career and Technical
Education Improvement Act of 2006'' and ``Strengthening
Career and Technical Education for the 21st Century Act'';
(IV) by striking ``, contracts, and cooperative agreements
that are'' and inserting ``to institutions of higher
education or a consortia of one or more institutions of
higher education and one or more private nonprofit
organizations or agencies''; and
(V) by adding at the end the following: ``Such evaluation
shall, whenever possible, use the most recent data
available.''; and
(iii) by amending subparagraph (B) to read as follows:
``(B) Contents.--The evaluation required under subparagraph
(A) shall include descriptions and evaluations of--
``(i) the extent and success of the integration of
challenging State academic standards adopted under 1111(b)(1)
of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(b)(1)) and career and technical education for
students participating in career and technical education
programs, including a review of the effect of such
integration on the academic and technical proficiency
achievement of such students (including the number of such
students that receive a regular high school diploma, as such
term is defined under section 8101 of the Elementary and
Secondary Education Act of 1965 or a State-defined
alternative diploma described in section
8101(25)(A)(ii)(I)(bb) of such Act (20 U.S.C.
7801(25)(A)(ii)(I)(bb)));
``(ii) the extent to which career and technical education
programs and programs of study prepare students, including
special populations, for subsequent employment in high-skill,
high-wage occupations (including those in which mathematics
and science, which may include computer science, skills are
critical), or for participation in postsecondary education;
``(iii) employer involvement in, benefit from, and
satisfaction with, career and technical education programs
and programs of study and career and technical education
students' preparation for employment;
``(iv) efforts to expand access to career and technical
education programs of study for all students;
``(v) innovative approaches to work-based learning programs
that increase participation and alignment with employment in
high-growth industries, including in rural and low-income
areas;
``(vi) the impact of the amendments to this Act made under
the Strengthening Career and Technical Education for the 21st
Century Act, including comparisons, where appropriate, of--
``(I) the use of the comprehensive needs assessment under
section 134(b);
``(II) the implementation of programs of study; and
``(III) coordination of planning and program delivery with
other relevant laws, including the Workforce Innovation and
Opportunity Act (29 U.S.C. 3101 et seq.) and the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.);
``(vii) changes in career and technical education program
accountability as described in section 113 and any effects of
such changes on program delivery and program quality; and
``(viii) changes in student enrollment patterns.''; and
(iv) in subparagraph (C)--
(I) in clause (i)--
(aa) by inserting ``, in consultation with the Director of
the Institute for Education Sciences,'' after ``The
Secretary'';
(bb) in subclause (I)--
(AA) by striking ``assessment'' and inserting ``evaluation
and summary of research activities carried out under this
section''; and
(BB) by striking ``2010'' and inserting ``2021''; and
(cc) in subclause (II)--
(AA) by striking ``assessment'' and inserting ``evaluation
and summary of research activities carried out under this
section''; and
(BB) by striking ``2011'' and inserting ``2023''; and
(II) by adding after clause (ii) the following:
``(iii) Dissemination.--In addition to submitting the
reports required under clause (i), the Secretary shall
disseminate the results of the evaluation widely and on a
timely basis in order to increase the understanding among
State and local officials and educators of the effectiveness
of programs and activities supported under the Act and of the
career and technical education programs that are most likely
to produce positive educational and employment outcomes.'';
and
(C) by striking paragraphs (3), (4), and (5) and inserting
the following:
``(3) Innovation.--
``(A) Grant program.--To identify and support innovative
strategies and activities to improve career and technical
education and align workforce skills with labor market needs
as part of the plan developed under subsection (c) and the
requirements of this subsection, the Secretary may award
grants to eligible entities to--
[[Page H5370]]
``(i) create, develop, implement, or take to scale
evidence-based, field initiated innovations, including
through a pay for success initiative to improve student
outcomes in career and technical education; and
``(ii) rigorously evaluate such innovations.
``(B) Matching funds.--
``(i) Matching funds required.--Except as provided under
clause (ii), to receive a grant under this paragraph, an
eligible entity shall, through cash or in-kind contributions,
provide matching funds from public or private sources in an
amount equal to at least 50 percent of the funds provided
under such grant.
``(ii) Exception.--The Secretary may waive the matching
fund requirement under clause (i) if the eligible entity
demonstrates exceptional circumstances.
``(C) Application.--To receive a grant under this
paragraph, an eligible entity shall submit to the Secretary
at such a time as the Secretary may require, an application
that--
``(i) identifies and designates the agency, institution, or
school responsible for the administration and supervision of
the program assisted under this paragraph;
``(ii) identifies the source and amount of the matching
funds required under subparagraph (B)(i);
``(iii) describes how the eligible entity will use the
grant funds, including how such funds will directly benefit
students, including special populations, served by the
eligible entity;
``(iv) describes how the program assisted under this
paragraph will be coordinated with the activities carried out
under section 124 or 135;
``(v) describes how the program assisted under this
paragraph aligns with the single plan described in subsection
(c); and
``(vi) describes how the program assisted under this
paragraph will be evaluated and how that evaluation may
inform the report described in subsection (d)(2)(C).
``(D) Priority.--In awarding grants under this paragraph,
the Secretary shall give priority to applications from
eligible entities that will predominantly serve students from
low-income families.
``(E) Geographic diversity.--
``(i) In general.--In awarding grants under this paragraph,
the Secretary shall award no less than 25 percent of the
total available funds for any fiscal year to eligible
entities proposing to fund career and technical education
activities that serve--
``(I) a local educational agency with an urban-centric
district locale code of 32, 33, 41, 42, or 43, as determined
by the Secretary;
``(II) an institution of higher education primarily serving
the one or more areas served by such a local educational
agency;
``(III) a consortium of such local educational agencies or
such institutions of higher education;
``(IV) a partnership between--
``(aa) an educational service agency or a nonprofit
organization; and
``(bb) such a local educational agency or such an
institution of higher education; or
``(V) a partnership between--
``(aa) a grant recipient described in subclause (I) or
(II); and
``(bb) a State educational agency.
``(ii) Exception.--Notwithstanding clause (i), the
Secretary shall reduce the amount of funds made available
under such clause if the Secretary does not receive a
sufficient number of applications of sufficient quality.
``(F) Uses of funds.--An eligible entity that is awarded a
grant under this paragraph shall use the grant funds, in a
manner consistent with subparagraph (A)(i), to--
``(i) improve career and technical education outcomes of
students served by eligible entities under this title;
``(ii) improve career and technical education teacher
effectiveness;
``(iii) improve the transition of students from secondary
education to postsecondary education or employment;
``(iv) improve the incorporation of comprehensive work-
based learning into career and technical education;
``(v) increase the effective use of technology within
career and technical education programs;
``(vi) support new models for integrating academic content
and career and technical education content in such programs;
``(vii) support the development and enhancement of
innovative delivery models for career and technical
education;
``(viii) work with industry to design and implement courses
or programs of study aligned to labor market needs in new or
emerging fields;
``(ix) integrate science, technology, engineering, and
mathematics fields, including computer science education,
with career and technical education;
``(x) support innovative approaches to career and technical
education by redesigning the high school experience for
students, which may include evidence-based transitional
support strategies for students who have not met
postsecondary education eligibility requirements;
``(xi) improve CTE concentrator employment outcomes in
nontraditional fields; or
``(xii) support the use of career and technical education
programs and programs of study in a coordinated strategy to
address identified employer needs and workforce shortages,
such as shortages in the early childhood, elementary school,
and secondary school education workforce.
``(G) Evaluation.--Each eligible entity receiving a grant
under this paragraph shall provide for an independent
evaluation of the activities carried out using such grant and
submit to the Secretary an annual report that includes--
``(i) a description of how funds received under this
paragraph were used;
``(ii) the performance of the eligible entity with respect
to, at a minimum, the performance indicators described under
section 113, as applicable, and disaggregated by--
``(I) subgroups of students described in section
1111(c)(2)(B) of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6311(c)(2)(B));
``(II) special populations; and
``(III) as appropriate, each career and technical education
program and program of study; and
``(iii) a quantitative analysis of the effectiveness of the
project carried out under this paragraph.''; and
(5) by striking subsection (e) and inserting the following:
``(e) Authorization of Appropriations.--There are
authorized to be appropriated to carry out this section--
``(1) $7,523,285 for fiscal year 2017;
``(2) $7,626,980 for fiscal year 2018;
``(3) $7,732,104 for fiscal year 2019;
``(4) $7,838,677 for fiscal year 2020;
``(5) $7,946,719 for fiscal year 2021; and
``(6) $8,056,251 for fiscal year 2022.''.
SEC. 114. ASSISTANCE FOR THE OUTLYING AREAS.
Section 115 (20 U.S.C. 2325) is amended--
(1) in subsection (a)(3), by striking ``subject to
subsection (d)'' and inserting ``subject to subsection (b)'';
(2) by striking subsections (b) and (c); and
(3) by redesignating subsection (d) as subsection (b).
SEC. 115. TRIBALLY CONTROLLED POSTSECONDARY CAREER AND
TECHNICAL INSTITUTIONS.
Section 117(i) (20 U.S.C. 2327(i)) is amended to read as
follows:
``(i) Authorization of Appropriations.--There are
authorized to be appropriated to carry out this section--
``(1) $8,400,208 for fiscal year 2017;
``(2) $8,515,989 for fiscal year 2018;
``(3) $8,633,367 for fiscal year 2019;
``(4) $8,752,362 for fiscal year 2020;
``(5) $8,872,998 for fiscal year 2021; and
``(6) $8,995,296 for fiscal year 2022.''.
SEC. 116. OCCUPATIONAL AND EMPLOYMENT INFORMATION.
Section 118 (20 U.S.C. 2328) is repealed.
PART B--STATE PROVISIONS
SEC. 121. STATE PLAN.
Section 122 (20 U.S.C. 2342) is amended--
(1) in subsection (a)--
(A) in paragraph (1)--
(i) by striking ``6-year period'' and inserting ``4-year
period''; and
(ii) by striking ``Carl D. Perkins Career and Technical
Education Improvement Act of 2006'' and inserting
``Strengthening Career and Technical Education for the 21st
Century Act'';
(B) in paragraph (2)(B), by striking ``6-year period'' and
inserting ``4-year period''; and
(C) in paragraph (3), by striking ``(including charter
school'' and all that follows through ``and community
organizations)'' and inserting ``(including teachers,
specialized instructional support personnel,
paraprofessionals, school leaders, authorized public
chartering agencies, and charter school leaders, consistent
with State law, employers, labor organizations, parents,
students, and community organizations)''; and
(2) by amending subsections (b), (c), (d), and (e) to read
as follows:
``(b) Options for Submission of State Plan.--
``(1) Combined plan.--The eligible agency may submit a
combined plan that meets the requirements of this section and
the requirements of section 103 of the Workforce Innovation
and Opportunity Act (29 U.S.C. 3113), unless the eligible
agency opts to submit a single plan under paragraph (2) and
informs the Secretary of such decision.
``(2) Single plan.--If the eligible agency elects not to
submit a combined plan as described in paragraph (1), such
eligible agency shall submit a single State plan.
``(c) Plan Development.--
``(1) In general.--The eligible agency shall--
``(A) develop the State plan in consultation with--
``(i) representatives of secondary and postsecondary career
and technical education programs, including eligible
recipients and representatives of two-year Minority-Serving
Institutions and Historically Black Colleges and Universities
in States where such institutions are in existence, and
charter school representatives in States where such schools
are in existence, which shall include teachers, school
leaders, specialized instructional support personnel
(including guidance counselors), and paraprofessionals;
``(ii) interested community representatives, including
parents and students;
``(iii) the State workforce development board described in
section 101 of the Workforce Innovation and Opportunity Act
(29 U.S.C. 3111);
``(iv) representatives of special populations;
``(v) representatives of business and industry (including
representatives of small business), which shall include
representatives of industry and sector partnerships in the
State, as appropriate, and representatives of labor
organizations in the State;
[[Page H5371]]
``(vi) representatives of agencies serving out-of-school
youth, homeless children and youth, and at-risk youth; and
``(vii) representatives of Indian tribes located in the
State; and
``(B) consult the Governor of the State, and the heads of
other State agencies with authority for career and technical
education programs that are not the eligible agency, with
respect to the development of the State plan.
``(2) Activities and procedures.--The eligible agency shall
develop effective activities and procedures, including access
to information needed to use such procedures, to allow the
individuals and entities described in paragraph (1) to
participate in State and local decisions that relate to
development of the State plan.
``(d) Plan Contents.--The State plan shall include--
``(1) a summary of State-supported workforce development
activities (including education and training) in the State,
including the degree to which the State's career and
technical education programs and programs of study are
aligned with such activities;
``(2) the State's strategic vision and set of goals for
preparing an educated and skilled workforce (including
special populations) and for meeting the skilled workforce
needs of employers, including in-demand industry sectors and
occupations as identified by the State, and how the State's
career and technical education programs will help to meet
these goals;
``(3) a summary of the strategic planning elements of the
unified State plan required under section 102(b)(1) of the
Workforce Innovation and Opportunity Act (29 U.S.C.
3112(b)(1)), including the elements related to system
alignment under section 102(b)(2)(B) of such Act (29 U.S.C.
3112(b)(2)(B));
``(4) a description of the career and technical education
programs or programs of study that will be supported,
developed, or improved, including descriptions of--
``(A) the programs of study to be developed at the State
level and made available for adoption by eligible recipients;
``(B) the process and criteria to be used for approving
locally developed programs of study or career pathways,
including how such programs address State workforce
development and education needs; and
``(C) how the eligible agency will--
``(i) make information on approved programs of study and
career pathways, including career exploration, work-based
learning opportunities, guidance and advisement resources,
available to students and parents;
``(ii) ensure nonduplication of eligible recipients'
development of programs of study and career pathways;
``(iii) determine alignment of eligible recipients'
programs of study to the State, regional or local economy,
including in-demand fields and occupations identified by the
State workforce development board as appropriate;
``(iv) provide equal access to activities assisted under
this Act for special populations;
``(v) coordinate with the State workforce board to support
the local development of career pathways and articulate
processes by which career pathways will be developed by local
workforce development boards;
``(vi) use State, regional, or local labor market data to
align career and technical education with State labor market
needs;
``(vii) support effective and meaningful collaboration
between secondary schools, postsecondary institutions, and
employers; and
``(viii) improve outcomes for CTE concentrators, including
those who are members of special populations;
``(5) a description of the criteria and process for how the
eligible agency will approve eligible recipients for funds
under this Act, including how--
``(A) each eligible recipient will promote academic
achievement;
``(B) each eligible recipient will promote skill
attainment, including skill attainment that leads to a
recognized postsecondary credential; and
``(C) each eligible recipient will ensure the local needs
assessment under section 134 takes into consideration local
economic and education needs, including where appropriate,
in-demand industry sectors and occupations;
``(6) a description of how the eligible agency will support
the recruitment and preparation of teachers, including
special education teachers, faculty, administrators,
specialized instructional support personnel, and
paraprofessionals to provide career and technical education
instruction, leadership, and support;
``(7) a description of how the eligible agency will use
State leadership funding to meet the requirements of section
124(b);
``(8) a description of how funds received by the eligible
agency through the allotment made under section 111 will be
distributed--
``(A) among career and technical education at the secondary
level, or career and technical education at the postsecondary
and adult level, or both, including how such distribution
will most effectively provide students with the skills needed
to succeed in the workplace; and
``(B) among any consortia that may be formed among
secondary schools and eligible institutions, and how funds
will be distributed among the members of the consortia,
including the rationale for such distribution and how it will
most effectively provide students with the skills needed to
succeed in the workplace;
``(9) a description of the procedure the eligible agency
will adopt for determining State adjusted levels of
performance described in section 113, which at a minimum
shall include--
``(A) consultation with stakeholders identified in
paragraph (1);
``(B) opportunities for the public to comment in person and
in writing on the State adjusted levels of performance
included in the State plan; and
``(C) submission of public comment on State adjusted levels
of performance as part of the State plan; and
``(10) assurances that--
``(A) the eligible agency will comply with the requirements
of this Act and the provisions of the State plan, including
the provision of a financial audit of funds received under
this Act, which may be included as part of an audit of other
Federal or State programs;
``(B) none of the funds expended under this Act will be
used to acquire equipment (including computer software) in
any instance in which such acquisition results in a direct
financial benefit to any organization representing the
interests of the acquiring entity or the employees of the
acquiring entity, or any affiliate of such an organization;
``(C) the eligible agency will use the funds to promote
preparation for high-skill, high-wage, or in-demand
occupations and nontraditional fields, as identified by the
State;
``(D) the eligible agency will use the funds provided under
this Act to implement career and technical education programs
and programs of study for individuals in State correctional
institutions, including juvenile justice facilities; and
``(E) the eligible agency will provide local educational
agencies, area career and technical education schools, and
eligible institutions in the State with technical assistance,
including technical assistance on how to close gaps in
student participation and performance in career and technical
education programs.
``(e) Consultation.--
``(1) In general.--The eligible agency shall develop the
portion of each State plan relating to the amount and uses of
any funds proposed to be reserved for adult career and
technical education, postsecondary career and technical
education, and secondary career and technical education after
consultation with the--
``(A) State agency responsible for supervision of community
colleges, technical institutes, or other 2-year postsecondary
institutions primarily engaged in providing postsecondary
career and technical education;
``(B) the State agency responsible for secondary education;
and
``(C) the State agency responsible for adult education.
``(2) Objections of state agencies.--If a State agency
other than the eligible agency finds that a portion of the
final State plan is objectionable, that objection shall be
filed together with the State plan. The eligible agency shall
respond to any objections of such State agency in the State
plan submitted to the Secretary.
``(f) Plan Approval.--
``(1) In general.--The Secretary shall approve a State
plan, or a revision to an approved State plan, unless the
Secretary determines that the State plan, or revision,
respectively, does not meet the requirements of this Act.
``(2) Disapproval.--The Secretary shall--
``(A) have the authority to disapprove a State plan only if
the Secretary--
``(i) determines how the State plan fails to meet the
requirements of this Act; and
``(ii) immediately provides to the State, in writing,
notice of such determination and the supporting information
and rationale to substantiate such determination; and
``(B) not finally disapprove a State plan, except after
making the determination and providing the information
described in subparagraph (A) and giving the eligible agency
notice and an opportunity for a hearing.
``(3) Timeframe.--A State plan shall be deemed approved by
the Secretary if the Secretary has not responded to the
eligible agency regarding the State plan within 90 days of
the date the Secretary receives the State plan.''.
SEC. 122. IMPROVEMENT PLANS.
Section 123 (20 U.S.C. 2343) is amended--
(1) in subsection (a)--
(A) in paragraph (1)--
(i) by striking ``percent of an agreed upon'' and inserting
``percent of the''; and
(ii) by striking ``appropriate agencies,'' and inserting
``appropriate State agencies,'';
(B) in paragraph (2)--
(i) by inserting ``including after implementation of the
improvement plan described in paragraph (1),'' after
``purposes of this Act,''; and
(ii) by striking ``Act'' and inserting ``subsection'';
(C) in paragraph (3)--
(i) by amending subparagraph (A) to read as follows:
``(A) In general.--If the eligible agency fails to make any
improvement in meeting any of the State adjusted levels of
performance for any of the core indicators of performance
identified under paragraph (1) during the first 2 years of
implementation of the improvement plan required under
paragraph (1), the eligible agency--
``(i) shall revise such improvement plan to address the
reasons for such failure; and
``(ii) shall continue to implement such improvement plan
until the eligible agency meets at least 90 percent of the
State adjusted level of performance for the same core
[[Page H5372]]
indicators of performance for which the plan is revised.'';
and
(ii) in subparagraph (B), by striking ``sanction in'' and
inserting ``requirements of''; and
(D) by striking paragraph (4);
(2) in subsection (b)--
(A) in paragraph (2), by striking ``the eligible agency,
appropriate agencies, individuals, and organizations'' and
inserting ``local stakeholders included in section
134(d)(1)'';
(B) in paragraph (3), by striking ``shall work with the
eligible recipient to implement improvement activities
consistent with the requirements of this Act.'' and inserting
``shall provide technical assistance to assist the eligible
recipient in meeting its responsibilities under section
134.'';
(C) in paragraph (4)--
(i) by amending subparagraph (A) to read as follows:
``(A) In general.--If the eligible recipient fails to make
any improvement in meeting any of the local adjusted levels
of performance for any of the core indicators of performance
identified under paragraph (2) during a number of years
determined by the eligible agency, the eligible recipient--
``(i) shall revise the improvement plan described in
paragraph (2) to address the reasons for such failure; and
``(ii) shall continue to implement such improvement plan
until such recipient meets at least 90 percent of an agreed
upon local adjusted level of performance for the same core
indicators of performance for which the plan is revised.'';
and
(ii) in subparagraph (B)--
(I) in the matter preceding clause (i)--
(aa) by striking ``In determining whether to impose
sanctions under subparagraph (A), the'' and inserting
``The''; and
(bb) by striking ``waive imposing sanctions'' and inserting
``waive the requirements of subparagraph (A)'';
(II) in clause (i), by striking ``or'' at the end;
(III) in clause (ii), by striking the period at the end and
inserting ``; or''; and
(IV) by adding at the end the following:
``(iii) in response to a public request from an eligible
recipient consistent with clauses (i) and (ii).''; and
(D) by striking paragraph (5); and
(3) by adding at the end the following:
``(c) Plan Development.--Except for consultation described
in subsection (b)(2), the State and local improvement plans,
and the elements of such plans, required under this section
shall be developed solely by the eligible agency or the
eligible recipient, respectively.''.
SEC. 123. STATE LEADERSHIP ACTIVITIES.
Section 124 (20 U.S.C. 2344) is amended--
(1) in subsection (a), by striking ``shall conduct State
leadership activities.'' and inserting ``shall--
``(1) conduct State leadership activities directly; and
``(2) report on the effectiveness of such use of funds in
achieving the goals described in section 122(d)(2) and the
State adjusted levels of performance described in section
113(b)(3)(A).'';
(2) in subsection (b)--
(A) by striking paragraphs (1) through (4) and inserting
the following:
``(1) developing statewide programs of study, which may
include standards, curriculum, and course development, and
career exploration, guidance, and advisement activities and
resources;
``(2) approving locally developed programs of study that
meet the requirements established in section 122(d)(4)(B);
``(3) establishing statewide articulation agreements
aligned to approved programs of study;
``(4) establishing statewide partnerships among local
educational agencies, institutions of higher education, and
employers, including small businesses, to develop and
implement programs of study aligned to State and local
economic and education needs, including as appropriate, in-
demand industry sectors and occupations;''; and
(B) by striking paragraphs (6) through (9) and inserting
the following:
``(6) support services for individuals in State
institutions, such as State correctional institutions,
including juvenile justice facilities, and educational
institutions that serve individuals with disabilities;
``(7) for faculty and teachers providing career and
technical education instruction, support services, and
specialized instructional support services, high-quality
comprehensive professional development that is, to the extent
practicable, grounded in evidence-based research (to the
extent a State determines that such evidence is reasonably
available) that identifies the most effective educator
professional development process and is coordinated and
aligned with other professional development activities
carried out by the State (including under title II of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6601 et seq.) and title II of the Higher Education Act of
1965 (20 U.S.C. 1021 et seq.)), including programming that--
``(A) promotes the integration of the challenging State
academic standards adopted by the State under section
1111(b)(1) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(b)(1)) and relevant technical knowledge
and skills;
``(B) prepares career and technical education teachers,
specialized instructional support personnel, and
paraprofessionals to provide appropriate accommodations for
students who are members of special populations, including
through the use of principles of universal design for
learning; and
``(C) increases understanding of industry standards, as
appropriate, for faculty providing career and technical
education instruction; and
``(8) technical assistance for eligible recipients.''; and
(3) in subsection (c), by striking paragraphs (1) through
(17) and inserting the following:
``(1) awarding incentive grants to eligible recipients--
``(A) for exemplary performance in carrying out programs
under this Act, which awards shall be based on--
``(i) eligible recipients exceeding the local adjusted
level of performance established under section 113(b)(4)(A)
in a manner that reflects sustained or significant
improvement;
``(ii) eligible recipients effectively developing
connections between secondary education and postsecondary
education and training;
``(iii) the integration of academic and technical
standards;
``(iv) eligible recipients' progress in closing achievement
gaps among subpopulations who participate in programs of
study; or
``(v) other factors relating to the performance of eligible
recipients under this Act as the eligible agency determines
are appropriate; or
``(B) if an eligible recipient elects to use funds as
permitted under section 135(c);
``(2) providing support for the adoption and integration of
recognized postsecondary credentials or for consultation and
coordination with other State agencies for the
identification, consolidation, or elimination of licenses or
certifications which pose an unnecessary barrier to entry for
aspiring workers and provide limited consumer protection;
``(3) the creation, implementation, and support of pay-for-
success initiatives leading to recognized postsecondary
credentials;
``(4) support for career and technical education programs
for adults and out-of-school youth concurrent with their
completion of their secondary school education in a school or
other educational setting;
``(5) the creation, evaluation, and support of competency-
based curricula;
``(6) support for the development, implementation, and
expansion of programs of study or career pathways in areas
declared to be in a state of emergency under section 501 of
the Robert T. Stafford Disaster Relief and Emergency
Assistance Act (42 U.S.C. 5191);
``(7) providing support for dual or concurrent enrollment
programs, such as early college high schools;
``(8) improvement of career guidance and academic
counseling programs that assist students in making informed
academic and career and technical education decisions,
including academic and financial aid counseling;
``(9) support for the integration of employability skills
into career and technical education programs and programs of
study;
``(10) support for programs and activities that increase
access, student engagement, and success in science,
technology, engineering, and mathematics fields (including
computer science), particularly for students who are members
of groups underrepresented in such subject fields, such as
female students, minority students, and students who are
members of special populations;
``(11) support for career and technical student
organizations, especially with respect to efforts to increase
the participation of students who are members of special
populations;
``(12) support for establishing and expanding work-based
learning opportunities;
``(13) support for preparing, retaining, and training of
career and technical education teachers, faculty, specialized
instructional support personnel, and paraprofessionals, such
as preservice, professional development, and leadership
development programs;
``(14) integrating and aligning programs of study and
career pathways;
``(15) supporting the use of career and technical education
programs and programs of study aligned with State, regional,
or local in-demand industry sectors or occupations identified
by State or local workforce development boards;
``(16) making all forms of instructional content widely
available, which may include use of open educational
resources;
``(17) support for the integration of arts and design
skills, when appropriate, into career and technical education
programs and programs of study; and
``(18) support for accelerated learning programs (described
in section 4104(b)(3)(A)(i)(IV) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C.
7114(b)(3)(A)(i)(IV)) when any such program is part of a
program of study.''.
PART C--LOCAL PROVISIONS
SEC. 131. LOCAL APPLICATION FOR CAREER AND TECHNICAL
EDUCATION PROGRAMS.
Section 134 (20 U.S.C. 2354) is amended--
(1) in the section heading by striking ``local plan'' and
inserting ``local application'';
(2) in subsection (a)--
(A) in the heading, by striking ``Local Plan'' and
inserting ``Local Application'';
(B) by striking ``submit a local plan'' and inserting
``submit a local application''; and
(C) by striking ``Such local plan'' and inserting ``Such
local application''; and
(3) by striking subsection (b) and inserting the following:
[[Page H5373]]
``(b) Contents.--The eligible agency shall determine the
requirements for local applications, except that each local
application shall contain--
``(1) a description of the results of the comprehensive
needs assessment conducted under subsection (c);
``(2) information on the programs of study approved by a
State under section 124(b)(2) supported by the eligible
recipient with funds under this part, including--
``(A) how the results of the comprehensive needs assessment
described in subsection (c) informed the selection of the
specific career and technical education programs and
activities selected to be funded; and
``(B) a description of any new programs of study the
eligible recipient will develop and submit to the State for
approval;
``(3) a description of how the eligible recipient will
provide--
``(A) career exploration and career development coursework,
activities, or services;
``(B) career information; and
``(C) an organized system of career guidance and academic
counseling to students before enrolling and while
participating in a career and technical education program;
and
``(4) a description of how the eligible recipient will--
``(A) provide activities to prepare special populations for
high-skill, high-wage, or in-demand occupations that will
lead to self-sufficiency; and
``(B) prepare CTE participants for nontraditional fields.
``(c) Comprehensive Needs Assessment.--
``(1) In general.--To be eligible to receive financial
assistance under this part, an eligible recipient shall--
``(A) conduct a comprehensive local needs assessment
related to career and technical education; and
``(B) not less than once every two years, update such
comprehensive local needs assessment.
``(2) Requirements.--The comprehensive local needs
assessment described under paragraph (1) shall include--
``(A) an evaluation of the performance of the students
served by the eligible recipient with respect to State and
local adjusted levels of performance established pursuant to
section 113, including an evaluation of performance for
special populations;
``(B) a description of how career and technical education
programs offered by the eligible recipient are--
``(i) sufficient in size, scope, and quality to meet the
needs of all students served by the eligible recipient; and
``(ii)(I) aligned to State, regional, or local in-demand
industry sectors or occupations identified by the State or
local workforce development board, including career pathways,
where appropriate; or
``(II) designed to meet local education or economic needs
not identified by State or local workforce development
boards;
``(C) an evaluation of progress toward the implementation
of career and technical education programs and programs of
study;
``(D) an evaluation of strategies needed to overcome
barriers that result in lowering rates of access to, or
lowering success in, career and technical education programs
for special populations, which may include strategies to
establish or utilize existing flexible learning and
manufacturing facilities, such as makerspaces;
``(E) a description of how the eligible recipient will
improve recruitment, retention, and training of career and
technical education teachers, faculty, specialized
instructional support personnel, paraprofessionals, and
career, academic, and guidance counselors, including
individuals in groups underrepresented in such professions;
and
``(F) a description of how the eligible recipient will
support the transition to teaching from business and
industry.
``(d) Consultation.--In conducting the comprehensive needs
assessment under subsection (c), an eligible recipient shall
involve a diverse body of stakeholders, including, at a
minimum--
``(1) representatives of career and technical education
programs in a local educational agency or educational service
agency, including teachers and administrators;
``(2) representatives of career and technical education
programs at postsecondary educational institutions, including
faculty and administrators;
``(3) representatives of State or local workforce
development boards and a range of local or regional
businesses or industries;
``(4) parents and students;
``(5) representatives of special populations; and
``(6) representatives of local agencies serving out-of-
school youth, homeless children and youth, and at-risk youth
(as defined in section 1432 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6472)).
``(e) Continued Consultation.--An eligible recipient
receiving financial assistance under this part shall consult
with the entities described in subsection (d) on an ongoing
basis to--
``(1) provide input on annual updates to the comprehensive
needs assessment required under subsection (c);
``(2) ensure programs of study are--
``(A) responsive to community employment needs;
``(B) aligned with employment priorities in the State,
regional, or local economy identified by employers and the
entities described in subsection (d), which may include in-
demand industry sectors or occupations identified by the
local workforce development board;
``(C) informed by labor market information, including
information provided under section 15(e)(2)(C) of the Wagner-
Peyser Act (29 U.S.C. 491-2(e)(2)(C));
``(D) designed to meet current, intermediate, or long-term
labor market projections; and
``(E) allow employer input, including input from industry
or sector partnerships in the local area, where applicable,
into the development and implementation of programs of study
to ensure programs align with skills required by local
employment opportunities, including activities such as the
identification of relevant standards, curriculum, industry-
recognized credentials, and current technology and equipment;
``(3) identify and encourage opportunities for work-based
learning; and
``(4) ensure funding under this part is used in a
coordinated manner with other local resources.''.
SEC. 132. LOCAL USES OF FUNDS.
Section 135 (20 U.S.C. 2355) is amended to read as follows:
``SEC. 135. LOCAL USES OF FUNDS.
``(a) General Authority.--Each eligible recipient that
receives funds under this part shall use such funds to
develop, coordinate, implement, or improve career and
technical education programs to meet the needs identified in
the comprehensive needs assessment described in section
134(c).
``(b) Requirements for Uses of Funds.--Funds made available
to eligible recipients under this part shall be used to
support career and technical education programs that are of
sufficient size, scope, and quality to be effective and--
``(1) provide career exploration and career development
activities through an organized, systematic framework
designed to aid students, before enrolling and while
participating in a career and technical education program, in
making informed plans and decisions about future education
and career opportunities and programs of study, which may
include--
``(A) introductory courses or activities focused on career
exploration and career awareness;
``(B) readily available career and labor market
information, including information on--
``(i) occupational supply and demand;
``(ii) educational requirements;
``(iii) other information on careers aligned to State or
local economic priorities; and
``(iv) employment sectors;
``(C) programs and activities related to the development of
student graduation and career plans;
``(D) career guidance and academic counselors that provide
information on postsecondary education and career options; or
``(E) any other activity that advances knowledge of career
opportunities and assists students in making informed
decisions about future education and employment goals;
``(2) provide professional development for teachers,
principals, school leaders, administrators, faculty, and
career and guidance counselors with respect to content and
pedagogy that--
``(A) supports individualized academic and career and
technical education instructional approaches, including the
integration of academic and career and technical education
standards and curriculum;
``(B) ensures labor market information is used to inform
the programs, guidance, and advisement offered to students;
``(C) provides educators with opportunities to advance
knowledge, skills, and understanding of all aspects of an
industry, including the latest workplace equipment,
technologies, standards, and credentials;
``(D) supports administrators in managing career and
technical education programs in the schools, institutions, or
local educational agencies of such administrators;
``(E) supports the implementation of strategies to improve
student achievement and close gaps in student participation
and performance in career and technical education programs;
and
``(F) provides educators with opportunities to advance
knowledge, skills, and understanding in pedagogical
practices, including, to the extent the eligible recipient
determines that such evidence is reasonably available,
evidence-based pedagogical practices;
``(3) provide career and technical education students,
including special populations, with the skills necessary to
pursue high-skill, high-wage occupations;
``(4) support integration of academic skills into career
and technical education programs and programs of study to
support CTE participants at the secondary school level in
meeting the challenging State academic standards adopted
under section 1111(b)(1) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311(b)(1)) by the State in
which the eligible recipient is located;
``(5) plan and carry out elements that support the
implementation of career and technical education programs and
programs of study and student achievement of the local
adjusted levels of performance established under section 113,
which may include--
``(A) curriculum aligned with the requirements for a
program of study;
``(B) sustainable relationships among education, business
and industry, and other community stakeholders, including
industry or sector partnerships in the local area,
[[Page H5374]]
where applicable, that are designed to facilitate the process
of continuously updating and aligning programs of study with
skills in demand in the State, regional, or local economy;
``(C) dual or concurrent enrollment programs, including
early college high schools, and the development or
implementation of articulation agreements;
``(D) appropriate equipment, technology, and instructional
materials (including support for library resources) aligned
with business and industry needs, including machinery,
testing equipment, tools, implements, hardware and software,
and other new and emerging instructional materials;
``(E) a continuum of work-based learning opportunities;
``(F) industry-recognized certification exams or other
assessments leading toward industry-recognized postsecondary
credentials;
``(G) efforts to recruit and retain career and technical
education program administrators and educators;
``(H) where applicable, coordination with other education
and workforce development programs and initiatives, including
career pathways and sector partnerships developed under the
Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et
seq.) and other Federal laws and initiatives that provide
students with transition-related services, including the
Individuals with Disabilities Education Act (20 U.S.C.1400 et
seq.);
``(I) expanding opportunities for students to participate
in distance career and technical education and blended-
learning programs;
``(J) expanding opportunities for students to participate
in competency-based education programs;
``(K) improving career guidance and academic counseling
programs that assist students in making informed academic and
career and technical education decisions, including academic
and financial aid counseling;
``(L) supporting the integration of employability skills
into career and technical education programs and programs of
study;
``(M) supporting programs and activities that increase
access, student engagement, and success in science,
technology, engineering, and mathematics fields (including
computer science) for students who are members of groups
underrepresented in such subject fields;
``(N) providing career and technical education, in a school
or other educational setting, for adults or a school-aged
individual who has dropped out of a secondary school to
complete secondary school education or upgrade technical
skills;
``(O) career and technical student organizations, including
student preparation for and participation in technical skills
competitions aligned with career and technical education
program standards and curriculum;
``(P) making all forms of instructional content widely
available, which may include use of open educational
resources;
``(Q) supporting the integration of arts and design skills,
when appropriate, into career and technical education
programs and programs of study;
``(R) where appropriate, expanding opportunities for CTE
concentrators to participate in accelerated learning programs
(described in section 4104(b)(3)(A)(i)(IV) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C.
7114(b)(3)(A)(i)(IV)) as part of a program of study; and
``(S) other activities to improve career and technical
education programs; and
``(6) develop and implement evaluations of the activities
carried out with funds under this part, including evaluations
necessary to complete the comprehensive needs assessment
required under section 134(c) and the local report required
under section 113(b)(4)(C).
``(c) Pooling Funds.--An eligible recipient may pool a
portion of funds received under this Act with a portion of
funds received under this Act available to not less than 1
other eligible recipient to support implementation of
programs of study through the activities described in
subsection (b)(2).
``(d) Administrative Costs.--Each eligible recipient
receiving funds under this part shall not use more than 5
percent of such funds for costs associated with the
administration of activities under this section.''.
TITLE II--GENERAL PROVISIONS
SEC. 201. FEDERAL AND STATE ADMINISTRATIVE PROVISIONS.
The Act (20 U.S.C. 2301 et seq.) is amended--
(1) in section 311(b)--
(A) in paragraph (1)--
(i) by amending subparagraph (A) to read as follows:
``(A) In general.--Except as provided in subparagraphs (B),
(C), or (D), in order for a State to receive its full
allotment of funds under this Act for any fiscal year, the
Secretary must find that the State's fiscal effort per
student, or the aggregate expenditures of such State, with
respect to career and technical education for the preceding
fiscal year was not less than the fiscal effort per student,
or the aggregate expenditures of such State, for the second
preceding fiscal year.'';
(ii) in subparagraph (B), by striking ``shall exclude
capital expenditures, special 1-time project costs, and the
cost of pilot programs.'' and inserting ``shall, at the
request of the State, exclude competitive or incentive-based
programs established by the State, capital expenditures,
special one-time project costs, and the cost of pilot
programs.''; and
(iii) by adding after subparagraph (C), the following new
subparagraph:
``(D) Establishing the state baseline.--
``(i) In general.--For purposes of subparagraph (A), the
State may--
``(I) continue to use the State's fiscal effort per
student, or aggregate expenditures of such State, with
respect to career and technical education, as was in effect
on the day before the date of enactment of the Strengthening
Career and Technical Education for the 21st Century Act; or
``(II) establish a new level of fiscal effort per student,
or aggregate expenditures of such State, with respect to
career and technical education.
``(ii) Amount.--The amount of the new level described in
clause (i)(II) shall be the State's fiscal effort per
student, or aggregate expenditures of such State, with
respect to career and technical education, for the first full
fiscal year following the enactment of such Act.''; and
(B) by striking paragraph (2) and inserting the following:
``(2) Failure to meet.--The Secretary shall reduce the
amount of a State's allotment of funds under this Act for any
fiscal year in the exact proportion by which the State fails
to meet the requirement of paragraph (1) by falling below the
State's fiscal effort per student or the State's aggregate
expenditures (using the measure most favorable to the State),
if the State failed to meet such requirement (as determined
using the measure most favorable to the State) for 1 or more
of the 5 immediately preceding fiscal years.
``(3) Waiver.--The Secretary may waive paragraph (2) due to
exceptional or uncontrollable circumstances affecting the
ability of the State to meet the requirement of paragraph
(1).'';
(2) in section 317(b)(1)--
(A) by striking ``may, upon written request, use funds made
available under this Act to'' and inserting ``may use funds
made available under this Act to''; and
(B) by striking ``who reside in the geographical area
served by'' and inserting ``located in or near the
geographical area served by'';
(3) by striking title II and redesignating title III as
title II;
(4) by redesignating sections 311 through 318 as sections
211 through 218, respectively;
(5) by redesignating sections 321 through 324 as sections
221 through 224, respectively; and
(6) by inserting after section 218 (as so redesignated) the
following:
``SEC. 219. STUDY ON PROGRAMS OF STUDY ALIGNED TO HIGH-SKILL,
HIGH-WAGE OCCUPATIONS.
``(a) Scope of Study.--The Comptroller General of the
United States shall conduct a study to evaluate--
``(1) the strategies, components, policies, and practices
used by eligible agencies or eligible recipients receiving
funding under this Act to successfully assist--
``(A) all students in pursuing and completing programs of
study aligned to high-skill, high-wage occupations; and
``(B) any specific subgroup of students identified in
section 1111(h)(1)(C)(ii) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311(h)(1)(C)(ii)) in
pursuing and completing programs of study aligned to high-
skill, high-wage occupations in fields in which such subgroup
is underrepresented; and
``(2) any challenges associated with replication of such
strategies, components, policies, and practices.
``(b) Consultation.--In carrying out the study conducted
under subsection (a), the Comptroller General of the United
States shall consult with a geographically diverse (including
urban, suburban, and rural) representation of--
``(1) students and parents;
``(2) eligible agencies and eligible recipients;
``(3) teachers, faculty, specialized instructional support
personnel, and paraprofessionals, including those with
expertise in preparing CTE students for nontraditional
fields;
``(4) special populations; and
``(5) representatives of business and industry.
``(c) Submission.--Upon completion, the Comptroller General
of the United States shall submit the study conducted under
subsection (a) to the Committee on Education and the
Workforce of the House of Representatives and the Committee
on Health, Education, Labor, and Pensions of the Senate.''.
TITLE III--AMENDMENTS TO THE WAGNER-PEYSER ACT
SEC. 301. STATE RESPONSIBILITIES.
Section 15(e)(2) of the Wagner-Peyser Act (29 U.S.C. 49l-
2(e)(2)) is amended--
(1) by striking subparagraph (B) and inserting the
following:
``(B) consult with eligible agencies (defined in section 3
of the Carl D. Perkins Career and Technical Education Act of
2006 (20 U.S.C. 2302)), State educational agencies, and local
educational agencies concerning the provision of workforce
and labor market information in order to--
``(i) meet the needs of secondary school and postsecondary
school students who seek such information; and
``(ii) annually inform the development and implementation
of programs of study defined in section 3 of the Carl D.
Perkins Career and
[[Page H5375]]
Technical Education Act of 2006 (20 U.S.C. 2302), and career
pathways;'';
(2) in subparagraph (G), by striking ``and'' at the end;
(3) in subparagraph (H), by striking the period at the end
and inserting ``; and''; and
(4) by inserting after subparagraph (H) the following new
subparagraph:
``(I) provide, on an annual and timely basis to each
eligible agency (defined in section 3 of the Carl D. Perkins
Career and Technical Education Act of 2006 (20 U.S.C. 2302)),
the data and information described in subparagraphs (A) and
(B) of subsection (a)(1).''.
The SPEAKER pro tempore. Pursuant to the rule, the gentleman from
Pennsylvania (Mr. Thompson) and the gentlewoman from Massachusetts (Ms.
Clark) each will control 20 minutes.
The Chair recognizes the gentleman from Pennsylvania.
General Leave
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I ask unanimous consent
that all Members may have 5 legislative days in which to revise and
extend their remarks and include extraneous materials on H.R. 5587.
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from Pennsylvania?
There was no objection.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield myself such time
as I may consume.
I rise in support of H.R. 5587.
Mr. Speaker, a weak economy and advances in technology have
dramatically changed today's job market, creating both challenges and
opportunities for men and women entering the workforce. This is why
equipping today's students with the tools they need to remain
competitive is essential. One way we can achieve that goal is by
strengthening career and technical education programs for those eager
to pursue pathways to success.
As cochair of the Career and Technical Education Caucus, I have
worked hard to increase awareness about the opportunities available
through CTE. For some students, a four-year college is the best path
forward. For others, a CTE program might be the best way to shape a
fulfilling and successful future, Mr. Speaker.
These State and local programs help individuals obtain the knowledge
and skills they need to be successful in a number of different
occupations and fields--fields like health care, technology,
agriculture, and engineering.
{time} 1445
However, the law that provides Federal support for these programs has
not been updated in more than a decade. Simply put, it does not address
the new challenges today's students, workers, and employers face.
That is why I, along with my colleague from Massachusetts,
Representative Katherine Clark, introduced H.R. 5587, a bill that works
to modernize and improve current law to better reflect those challenges
and provide more opportunities for students to pursue successful,
rewarding careers.
Recognizing the importance of engagement with community leaders and
local businesses, this bill empowers State and local leaders by
providing them with the flexibility they need to best prepare their
students for the workforce and to respond to the changing needs of
their communities. H.R. 5587 also promotes work-based learning and
encourages stronger partnerships with employers to help students obtain
jobs now and throughout their lifetimes.
I am also proud to say H.R. 5587 takes steps to reduce the Federal
role in career and technical education, while ensuring transparency and
accountability amongst CTE programs. By streamlining performance
measures, the bill provides State and local leaders--rather than the
Federal Government--with the tools they need to hold these programs
accountable.
These are just some of the important reforms this bill makes to
provide Americans with clear pathways to success.
Mr. Speaker, I would be remiss not to thank a few people who have
made this bill possible: Chairman Kline and his staff, in particular,
James Redstone; Ranking Member Scott and his staff; Sam Morgante with
Mr. Langevin's office; and Katie Brown of my staff.
Both Sam and Katie have taken the lead staffing the Career and
Technical Education Caucus, each providing tireless advocacy for the
policies included in this bill. They have my deep appreciation for
their hard work.
I urge my colleagues to support H.R. 5587 and help us take a positive
step towards reforming and strengthening career and technical education
training in America.
Mr. Speaker, I reserve the balance of my time.
Ms. CLARK of Massachusetts. I yield myself such time as I may
consume.
Mr. Speaker, I rise today in strong support of H.R. 5587, the
Strengthening Career and Technical Education for the 21st Century Act,
legislation that I am proud to introduce with the gentleman from
Pennsylvania (Mr. Thompson), as well as Representatives Langevin,
Nolan, Curbelo, and Byrne, and with the support of the House Education
and the Workforce Committee ranking member, Mr. Scott, and our
chairman, Mr. Kline.
The bill before us is proof that Democrats and Republicans can come
together and do the right thing for America's students, workers, and
employers.
The Perkins Career and Technical Education program reaches over 11
million American students across the country each year; and for the
first time in 10 years, this legislation will comprehensively update
the program, overhauling how government invests in our workforce and
strengthens American competitiveness through job skills training. This
bill will help families by preparing them with the skills they need to
thrive in high-demand fields as diverse as child care, advanced
manufacturing, carpentry, computer science, automotive technology,
culinary arts, and more.
This legislation is supported by over 200 leading national
organizations, including educators, trade groups, and major employers
across the country.
It was reported by the House Education and the Workforce Committee
without a single dissenting vote, which I think reflects the
bipartisan, good faith process by which we came together to draft and
introduce this bill.
Specifically, I am pleased this legislation takes steps to help
policymakers measure what does and does not work in career and
technical education, allowing us to build on our past successes. It
ensures our career and technical education programs are aligned with
the needs of high-demand growth industries in order to make sure that
America is competitive globally. It also supports our work-based
learning and apprenticeships. It directly supports our early education
and childcare workforce and brings the Perkins program into the modern
21st century global economy.
I am very pleased to have this bill on the floor today. I urge its
passage.
I reserve the balance of my time.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I am pleased to yield 2
minutes to the gentleman from Michigan (Mr. Walberg), the chairman of
the Workforce Protections Subcommittee.
Mr. WALBERG. Mr. Speaker, I rise in support of H.R. 5587, which will
help people in Michigan and across the country find meaningful careers
in the 21st century workforce by updating our career and technical
education programs.
As I met with students, teachers, and employers in my district, I
have heard consistent support for improving CTE. I know how important
it is to modernize this program for today's jobs, from touring places
like Southern Michigan Center for Science and Industry in Hudson,
Michigan; the Jackson Area Career Center in Jackson, Michigan; Monroe
County Community College; and many more.
We know that not everyone's path to success in the workplace is the
same and, while many students pursue degrees at colleges and
universities, many others know their sweet spot lies somewhere else.
Career and technical education provides those individuals that
opportunity and ensures our aspiring workforce is getting the hands-on
training they need and they want.
I am particularly pleased that this bill includes my provisions to
address outdated and burdensome occupational licensure requirements
which can come at the expense of lower income workers, young people,
and entrepreneurs who lack the resources to overcome regulatory
obstacles.
According to the National Bureau of Economic Research, nearly 1 in 3
jobs now require a State-approved license or certification; in 1950, it
was 1 in 20.
[[Page H5376]]
This bill will help create pathways to careers by encouraging States to
review their regulatory climate and ensure it does not create
unnecessary barriers for job growth.
I commend the authors of this bill, and I am proud that it emerged
from our committee on a unanimous 37-0 vote.
I hope my colleagues will vote in support of this bipartisan
legislation and work together to help every American pursue their
personal paths to the American Dream.
Ms. CLARK of Massachusetts. Mr. Speaker, I yield 2 minutes to the
gentleman from Virginia (Mr. Scott), the distinguished ranking member
of our committee.
Mr. SCOTT of Virginia. Mr. Speaker, I rise in support of H.R. 5587,
the Strengthening CTE for the 21st Century Act, which would reauthorize
the Perkins Career and Technical Education program.
The research is clear: the United States workforce is suffering from
a skills gap. According to one study, 65 percent of all jobs in the
United States in the near future will require at least some education
or training past the high school level--not necessarily a 4-year
degree, but some education and training past the high school level. In
Virginia alone, we have thousands of jobs in the tech sector that go
unfilled because of the lack of qualified applicants. Some of those
jobs have salaries of $88,000.
Today's CTE program is not the vocational education of the past,
where students pursued a career rather than academic studies. Now the
current programs integrate the academic curriculum which will assist in
preparing participants for postsecondary education and credentials.
Mr. Speaker, people in the future will have to learn a new job; but
if they don't have the academic background, we will be doing them a
great disservice. This bill will allow students to pursue a career
track; and if they change their mind later on, they are still getting
the academics. They can go to a college-ready program.
We need to make sure that we have greater accountability for program
quality. We want to ensure that we have more inclusive collaboration
between educational institutions, industries, employers, and community
partners. And we need to make sure that those programs are aligned with
our recent K through 12 education and workforce systems.
I would like to thank all of the people who have been involved in
this, particularly the gentlewoman from Massachusetts (Ms. Clark) and
the gentleman from Pennsylvania (Mr. Thompson), along with Mr. Langevin
from Rhode Island, who is the chair of the CTE Caucus, and all of the
others who have worked across the aisle to bring us together today.
This bill, as has been pointed out, has been reported unanimously
from the Education and the Workforce Committee, has strong support
across the aisle, and I trust that we will pass it. I hope the Senate
will take it up as soon as possible.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I am pleased to yield 1
minute to the gentleman from Alabama (Mr. Byrne).
Mr. BYRNE. I thank the gentleman for yielding.
Mr. Speaker, earlier this summer, I had the opportunity to visit the
new career and technical education classrooms at Saraland High School.
From welding to engineering to IT, these programs are going to make a
real difference, and I was so impressed to see CTE getting the
attention it deserves.
You see, for too long, we have devalued the importance of career and
technical education here in America. The programs were seen as some
sort of second-rate option for students who couldn't make it otherwise.
That simply isn't the case.
Instead, CTE programs offer real opportunities to students of all
ages and from all backgrounds. With this bill, we are making it clear
that career and technical education is a critical educational option
that leads to good-paying jobs.
This bill makes important reforms to our CTE programs, with a special
emphasis on ensuring the programs focus on in-demand skill areas in
order to close the skills gap and boost economic growth.
This is a truly bipartisan, reform-oriented bill that deserves our
strongest support, and I urge all my colleagues to join me in voting in
favor of this legislation.
Ms. CLARK of Massachusetts. Mr. Speaker, I yield 2 minutes to the
gentleman from Rhode Island (Mr. Langevin), without whose leadership
and expertise this legislation wouldn't be in the wonderful form that
it is today, and we are very grateful for his role.
Mr. LANGEVIN. Mr. Speaker, I thank the gentlewoman from Massachusetts
for yielding and for her outstanding leadership on reauthorizing the
Carl D. Perkins Career and Technical Education Act. I am certainly
pleased to join with five other bipartisan colleagues as original
cosponsors of this bill.
I would also, in particular, like to thank my friend and colleague,
Representative G.T. Thompson of Pennsylvania, for his unwavering
commitment to expanding CTE. As co-chairs of the Career and Technical
Education Caucus, Representative Thompson and I have made Perkins
reauthorization our top priority; and today it is the culmination of
over 4 years of our work on the caucus together. I want to thank him
and both his staff and my staff for their extraordinary efforts.
We should also, of course, recognize everything that Chairman Kline,
Ranking Member Scott, and their staffs did to get this bill to the
floor today.
Perkins has historically been a bipartisan bill, and we are all very
happy to continue this tradition. H.R. 5587 was passed unanimously by
the Education and the Workforce Committee and is the product of an
inclusive and thoughtful process. Again, it passed unanimously. When
does that happen, ever, it seems, these days in this Congress? This is
extraordinary.
The bill makes many necessary updates to Perkins, with an emphasis on
training students for the skills they will need in high-growth sectors
in the 21st century economy. I am particularly pleased that it
emphasizes the role of school counselors in helping students choose
their career path, incorporating ideas from my Counseling for Career
Choice Act. By equipping counselors with local labor market
information, they can better help students choose the field that best
fits their skills and interests and will ultimately lead to a good-
paying job.
The bill also expands student access to work-based learning
opportunities. This will help students to bridge the gap between
classroom theory and workplace practice and align skills and training
with employer needs.
Providing workers with the skills necessary to thrive in the modern
economy is essential to our economic prosperity. I urge all of my
colleagues to support this bill and the Senate to quickly take up this
bipartisan legislation.
Again, I thank all of my colleagues who were involved in this effort
and the staff for bringing this bill to the floor today.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, it is my pleasure to take
a point of personal privilege just as a chance to recognize Chairman
Kline of the Education and the Workforce Committee and to thank him for
his leadership in education, for truly making a difference in the lives
of our youth and, quite frankly, people of all ages, like with this
piece of legislation. I very much appreciate his leadership.
So it is my honor to yield 2 minutes to the gentleman from Minnesota
(Mr. Kline), the chairman of the Education and the Workforce Committee.
{time} 1500
Mr. KLINE. Mr. Speaker, I thank the gentleman from Pennsylvania for
his leadership on this issue and for yielding the time.
Mr. Speaker, I rise today in strong support of the Strengthening
Career and Technical Education for the 21st Century Act.
A quality education is vital to succeeding in today's workforce.
However, it is important to know that a quality education doesn't have
to mean a 4-year college degree. Career and technical education can be
just as valuable, and, for many individuals, it is the path that is
best for them.
Earlier this year, members on the Education and the Workforce
Committee heard from Paul Tse. Paul
[[Page H5377]]
struggled as a student, but his life changed when he enrolled in a CTE
program at the Thomas Edison High School of Technology in Silver
Spring, Maryland. Today, he has a fulfilling career and not a dime--Mr.
Speaker, not a dime--of student loan debt. There are countless other
success stories just like Paul's.
The CTE classes Rob Griffin took as a high school student in
Whitfield County, Georgia, prepared him for a successful career at one
of the Nation's leading steel fabricators.
The hands-on experience Alex Wolff received at the Santa Barbara
County Regional Occupational Program led to a rewarding career in
electrical engineering. And Jasmine Morgan from the Atlanta area found
her passion through CTE coursework and landed a job as a sports
marketing specialist.
The goal of this legislation is to help more individuals write their
own success stories. This bipartisan legislation will empower State and
local leaders to tailor CTE programs to serve the best interests of the
students in their communities. It will improve transparency and
accountability, as well as ensure Federal resources are aligned with
the needs of the local workforce and help students obtain high-skilled,
high-demand jobs.
These positive reforms are an important part of our broader agenda, A
Better Way, which is aimed at helping more men and women achieve a
lifetime of success.
I want to thank Representatives Glenn Thompson and Katherine Clark
for their leadership.
I urge my colleagues to support this legislation.
Ms. CLARK of Massachusetts. Mr. Speaker, I yield 2 minutes to the
gentleman from Minnesota (Mr. Nolan). I thank him for his leadership on
CTE and all his work for the students and employers of his district and
our country.
Mr. NOLAN. Mr. Speaker, I would like to begin by recognizing my
distinguished colleague from Minnesota (Mr. Kline) for the great
leadership that he has provided as the chairman of the Committee on
Education and the Workforce. Make no mistake about it, our educational
opportunities and future are brighter for you having chaired that
committee and served in this Chamber. We all owe you a great debt of
gratitude and wish you well in your future going forward. The greatest
tribute I think that anyone can receive is that we served well and we
made a difference. You have done that, and we thank you for that.
I would be remiss if I didn't also thank Ranking Member Scott for his
great work in this area. I also thank Mr. Thompson of Pennsylvania, Ms.
Clark of Massachusetts, and the other original cosponsors for their
hard work.
Mr. Speaker, I rise in support of this critically important
bipartisan reauthorization of the Perkins Career and Technical
Education Act.
Time and again, when I visit with owners and managers of
manufacturing facilities throughout my northern Minnesota district, I
am told two things. The first is that the employees they have hired who
have participated in career and technical education programs are the
very best that they have in their employment. Employers can't say
enough good things about them and their skills and the work that they
do.
The second point is that they need more CTE-trained people. All down
the line, from health care, to construction, to information technology,
to transportation, to aviation--and the list goes on--good-paying jobs
with living wages are waiting for these people.
So this bill adds important new provisions to expand and update CTE
so jobs can be filled. States get more flexibility to focus on the jobs
and careers in high demand within their regions. Employers and
communities get the tools they need to develop stronger partnerships to
engage students and grow our local economies. And students get the
tools that they need to compete and succeed in the 21st century. That
is what this bill is all about.
It's all about more good jobs.
More great opportunities to learn and gain valuable skills and
knowledge.
And--More dynamic growth for an economy in need of the best, most
skilled workers America can provide.
I urge our colleagues in the Senate to join the House in supporting
this critical and important program and act swiftly to take up and pass
this legislation.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, it is my honor to
recognize the chairman of the Subcommittee on Early Childhood,
Elementary, and Secondary Education that has jurisdiction on this bill.
I yield 2 minutes to the gentleman from Indiana (Mr. Rokita).
Mr. ROKITA. Well, I thank the gentleman from Pennsylvania for his
kind words. He is a dear friend. I have looked forward to our work
together so far and into the future.
Mr. Speaker, I have been to probably a hundred schools in my time in
public service. I have seen the best of schools, and I have seen the
worst of schools. The one thing that I am seeing more and more, not
only in our K-12 schools but in others after that, is the need for
career and technical education and the need for reform in that area.
Now, Mr. Speaker, I am not talking about the shop class of old or
anything like that. In fact, what we are seeing now is a completely
different model.
As Indiana's Governor Pence cited in a congressional hearing last
year, today's CTE, today's career and technical education, is not
about, if not plan A, then plan B. It is about having two plan As. And
that is exactly what today's CTE courses are bringing to the forefront.
Technological advances are constantly changing the kinds of jobs that
are available, as well as the skills needed to succeed in those
careers. That is why career and technical education is so important. It
provides opportunities for students to gain those specific skills and
prepare them to navigate the changing workforce.
Now, through a number of commonsense measures, Mr. Speaker, this bill
is delivering the reforms that will provide the flexibility to State
and local leaders to meet those unique local needs, build stronger
engagement with employers, and ensure that CTE programs are delivering
results. So I thank Representatives Thompson and Clark for working
together to move this bill forward.
I urge my colleagues to support this bipartisan bill and help more
people gain the skills and hands-on experience that are critical to
succeeding in today's workforce.
Ms. CLARK of Massachusetts. Mr. Speaker, I yield 1 minute to the
gentleman from Connecticut (Mr. Courtney).
Mr. COURTNEY. Mr. Speaker, I rise in strong support of H.R. 5587,
which addresses the most urgent workforce challenge in our Nation by
updating and strengthening career and technical education programs at
the secondary education level.
First, the good news. All across the country, there is an exciting
and growing need for trade and technical skills to fill jobs that young
people can build a career and life around. Advanced manufacturing
opportunities in aerospace, maritime, and even health care are
happening from coast to coast. And the question of the day for many
employers is whether our education and job training systems are ready
to fill the need.
Recent updates to K-12 and job training programs signed into law by
President Obama in 2014 and 2015 built a positive platform to address
this challenge, and passage of this bill for technical programs will
add to that capability.
In southeastern Connecticut where I hail from, the U.S. Navy's demand
signal for new Virginia class and Columbia class submarines is
projected to require up to 14,000 new hires in metal trades, design,
and engineering over the next 10 years. For my region, passage of this
bill is not just feel-good legislation but a critical, existential
requirement.
I strongly urge passage of this bill and swift concurrence by the
Senate.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the
gentleman from Tennessee (Mr. Roe), a classmate of mine and also
another leader in the Education and the Workforce Committee and the
chairman of the Subcommittee on Health, Employment, Labor, and
Pensions.
Mr. ROE of Tennessee. Mr. Speaker, I rise today to encourage my
colleagues to support H.R. 5587, the Strengthening Career and Technical
Education for the 21st Century Act. CTE programs are designed to
prepare high school students and community college students
[[Page H5378]]
for the workforce. However, the laws supporting these efforts have not
been updated in over a decade.
In my district, I often hear from businessowners, employers,
administrators, and students who all tell me about the need for quality
education and training necessary in today's workplace. Just as the one-
size-fits-all approach doesn't work for health care, it will not work
for education and workforce training. Each State, school district, and
student is different. Local administrators, teachers, and employers--
not the Federal Government--should have these decisionmaking powers.
Congress has worked to improve K-12 education and modernize the
Nation's workforce development system, and this bill continues to build
on that progress. The recession may have ended in 2009, Mr. Speaker,
but too many people are still struggling to make ends meet. We can do
better.
I encourage my colleagues to support H.R. 5587.
Ms. CLARK of Massachusetts. Mr. Speaker, I yield 1\1/2\ minutes to
the gentleman from Colorado (Mr. Polis).
Mr. POLIS. Mr. Speaker, I rise in support of H.R. 5587, the
Strengthening Career and Technical Education for the 21st Century Act.
A few weeks ago, I got to visit the new Pathways in Technology Early
College, P-TECH, program at Skyline High School in Colorado in the St.
Vrain Valley School District. P-TECH is a partnership between the St.
Vrain Valley School District, Front Range Community College, IBM, and
other employers. It allows students to earn a high school diploma and
associate's degree in 4 or 5 years.
I spoke with a number of students participating in the very first P-
TECH class, and they shared with me how this program will equip them
with the skills they need to get good, reliable jobs after graduation.
That is the kind of innovation Congress should be supporting, and this
bill allows for that.
The bill also allows funds to be used for open access education
resources. Open access education resources and open access textbooks
are openly licensed, free to use, and often come with more flexibility
than traditional or commercial textbooks. Throughout this country, open
education resources are gaining popularity, save resources, and
maintain high quality standards.
Last year, Congress recognized the cost-saving potential and
flexibility of open education resources at the K-12 level in the Every
Student Succeeds Act. I am very excited that support for open education
resources continues in this bill.
I urge this bill's final passage today, and I call on my colleagues
in the Senate to take up this bipartisan legislation as soon as
possible.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the
gentleman from Georgia (Mr. Carter).
Mr. CARTER of Georgia. Mr. Speaker, I rise today in support of H.R.
5587, the Strengthening Career and Technical Education for the 21st
Century Act, and the benefit and opportunities it will provide for
those looking to enter the job market.
We have an opportunity to get rid of the stigma of this vocation path
and bring to light the benefits of career and technical education. This
bill overhauls the system to bring the decisionmaking down to the State
and local leaders. It more closely accounts for changes in the job
market. It increases the input from groups such as students and
business leaders.
This legislation empowers leaders from our States and communities by
reducing the paperwork for local education providers and streamlines
the requirements process. It supports closer partnerships with
employers, who know the needs of the workplace, and puts in place
accountability benchmarks to ensure that these programs on the
secondary level are delivering the training and results they are
supposed to be providing to students.
This bill also allows States and local authorities to develop a
curriculum they know that works for their students and for their
communities.
I applaud the gentleman from Pennsylvania (Mr. Thompson) and the
Education and the Workforce Committee for their hard work and diligence
in addressing this matter.
I urge my colleagues to support this bill.
Ms. CLARK of Massachusetts. Mr. Speaker, I yield 1 minute to the
gentlewoman from Oregon (Ms. Bonamici).
Ms. BONAMICI. Mr. Speaker, I enthusiastically support the
Strengthening Career and Technical Education for the 21st Century Act.
When I visit communities in Oregon, I hear from business leaders,
educators, and students about how hands-on career and technical
education programs engage them and prepare them for success after high
school, regardless of what path they take.
This CTE legislation authorizes needed increases in funding for CTE
programs and takes important steps to help more students excel in
school and in the workforce.
The bill will improve participation among historically underserved
students, bring needed input from key stakeholders, including parents
and industry groups, and help students learn employability skills as
well as technical skills.
I thank my friend and colleague from New York, the co-chair of the
STEAM Caucus, Congresswoman Stefanik, for working with me to include an
amendment that promotes arts and design education, which is
increasingly in high demand in numerous industry sectors that value
innovation. I thank Chairman Kline, Ranking Member Scott, and
Representatives Clark and Thompson for their leadership and commitment
to improving CTE programs.
I ask my colleagues to join me in approving this legislation and call
on the Senate to quickly take action.
{time} 1515
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I am now pleased to yield
1 minute to the gentlewoman from North Carolina (Ms. Foxx), also a
leader on the Committee on Education and the Workforce. She serves as
our chair of the Subcommittee on Higher Education and Workforce
Training.
Ms. FOXX. Mr. Speaker, I thank my colleague from Pennsylvania for
yielding to me and for the work that he has done on this important
bill.
Mr. Speaker, the Carl D. Perkins Career and Technical Education Act
has provided Federal support to State and local career and technical
education programs for more than 30 years. But for far too long there
has been a discrepancy in what students are learning in the classroom
and what employers say they need in the workplace.
H.R. 5587 updates the law to reflect today's economic needs and the
challenges that students and workers currently face. This bipartisan
bill goes a long way toward ensuring that individuals who pursue a
technical education have the knowledge and skills they need to succeed.
Educational success is about more than just a degree. It is about
preparing students for a satisfying life and teaching them the
quantifiable skills that employers need in their employees. The
Strengthening Career and Technical Education for the 21st Century Act
will help students reach those goals. I encourage my colleagues to
support this important legislation.
Ms. CLARK of Massachusetts. Mr. Speaker, I am pleased to yield 1\1/2\
minutes to the gentlewoman from California (Mrs. Davis).
Mrs. DAVIS of California. Mr. Speaker, career technical education
answers the call that we hear from industry and from students alike to
train students in fields where high-quality jobs are available. We know
that means both equity and quality. Equity, of course, we know because
every individual, every man, every woman, people of color, the
disabled, all of the groups need to have equal access to a promising
education and successful career.
The reality is that we can't fix a problem that we can't see. So we
have to have the data. We have to have the ability to know what we are
looking at. But it is equally important to make sure that CTE programs
deliver in terms of quality.
So how do we do that?
I am excited that this bill places an emphasis on teachers getting
opportunities to advance their knowledge and skills. Teachers need
support and training from industry leaders so that they can take their
knowledge back to students.
The flow of relevant information between industry, between teachers
and students has to be highlighted and strengthened. When teachers have
direct field experience, they are better able to enthusiastically
relate accurate and timely industry practices to their
[[Page H5379]]
students, and that makes for stronger professional development for
teachers, and that will trickle down to our students.
Successful CTE programs will close the skills gap that undermines our
productivity today. I urge my colleagues in the Senate to take up and
pass this overwhelmingly bipartisan legislation.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the
gentleman from South Carolina (Mr. Wilson).
Mr. WILSON of South Carolina. Mr. Speaker, I thank Chairman Glenn
Thompson for yielding.
I am grateful to support the Strengthening Career and Technical
Education for the 21st Century Act. Whether I am visiting one of the
remarkable schools in South Carolina's technical education system of
Aiken, Midlands, Orangeburg-Calhoun, or a local manufacturing facility,
the message is the same: the job market is changing rapidly. Quality
education is vital to competing, which is why apprenticeship programs
are so important in leading to the success of BMW, MTU, AGY, SRS,
Michelin, Bridgestone, Boeing, and soon Volvo in South Carolina.
While existing technical education, which was established by Fritz
Hollings and Floyd Spence, has played a role in creating jobs, existing
legislation has not been updated for the last 10 years.
This bill serves as a first step to reforming technical education
programs by helping all Americans enter the workforce for high-skilled,
in-demand jobs. Some reforms include empowering State and local
community leaders, limiting Federal mandates, encouraging employment
engagement, and increasing accountability.
I am grateful to cosponsor the Strengthening Career and Technical
Education for the 21st Century Act. I appreciate the leadership of
Chairman Glenn Thompson for sponsoring this leadership, and I urge my
colleagues to support it.
Ms. CLARK of Massachusetts. Mr. Speaker, I am pleased to yield 1
minute to the gentlewoman from North Carolina (Ms. Adams).
Ms. ADAMS. Mr. Speaker, I thank the gentlewoman for yielding.
As a member of the House Committee on Education and the Workforce, I
am proud to stand here today in support of the Strengthening Career and
Technical Education for the 21st Century Act. This is commonsense,
bipartisan legislation, and it will strengthen our economy and put
hardworking Americans back to work.
As elected leaders promoting the welfare of the American people, it
is our most sacred responsibility, and this is why we must continue to
work together to ensure that American workers have the skills and the
training needed to compete in this modern workforce.
In August, I traveled throughout my district, meeting with local
employers and workers, and they all shared one major concern: the
desperate need to close the skills gap.
There are good paying jobs right here at home, but our people aren't
able to fill them, and that is unacceptable. The skills gap is
weakening our national and local economies, and we can no longer afford
the price of an underprepared workforce. That is why I call on my
colleagues to vote ``yes'' and to reauthorize CTE.
Voting ``yes'' will not only strengthen our economy, but will help
make the American Dream a reality for millions of Americans. Voting
``yes'' will absolutely make a difference in the lives of those you
serve. Today we have an opportunity to get it right, an opportunity to
level the playing field, and to put the needs of the American people
first. Let's make America stronger by passing this commonsense,
bipartisan legislation. I urge my colleagues to vote ``yes.'' I hope
the Senate will move swiftly in also passing this crucial piece of
legislation.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I am pleased to yield 1
minute to the gentleman from Georgia (Mr. Allen).
Mr. ALLEN. Mr. Speaker, I thank the gentleman for yielding.
Career technical education is critical to the development of a
growing workforce. As I go into the schools today, I often ask the
students: Why are you getting an education?
These are questions that I ask the students: Why is education
important?
The answer is to get a good job, to build a career.
Our schools teach children all the necessary and important subjects,
but it is important that we offer programs that prepare students for
the workforce. We have to work to bridge the existing gap between the
business community and education. That means encouraging students to
find their passions early on and choosing programs that will build
their resumes and set them up for their chosen occupation.
As a member of the House Committee on Education and the Workforce, a
member of the Congressional Career and Technical Education Caucus, and
with over 40 years in the business world, I am a strong supporter of
this bill. Growing this economy starts with jobs and getting people
back to work. So why not start by preparing America's future workforce
early?
I urge support of the Strengthening Career and Technical Education
for the 21st Century Act.
Ms. CLARK of Massachusetts Mr. Speaker, I am pleased to yield 1
minute to the gentleman from Massachusetts (Mr. Kennedy). I would like
to thank him for all his leadership and work on promoting American
manufacturing, STEM and STEAM education, and CTE.
Mr. KENNEDY. Mr. Speaker, I want to thank my colleagues,
Congresswoman Clark and Congressman Thompson, for their extraordinary
leadership, as they always seek ways to advance career and technical
education training.
According to a recent report, Mr. Speaker, in my home State of
Massachusetts, three out of five job openings in our Commonwealth 6
years from now will require less than a college degree. That means that
students who are just starting their second week of middle school this
week could walk straight out of their high school graduation and into a
job in their own backyard.
They will only be prepared for those jobs, though, if we ensure that
their curriculum is informed by the needs of companies in their
communities. Businesses and voc-tech schools in my district are already
creating innovative partnerships that allow students to learn in their
classrooms and then gain hands-on experience on factory floors.
Guided by their example, I introduced the Perkins Modernization Act
to align the curriculum that our students are learning today with the
needs of the employers who will hire them tomorrow. I am grateful that
the sponsors of this legislation included that language, and I hope the
Senate will follow their lead by quickly taking up and passing this
legislation.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the
gentleman from Florida (Mr. Curbelo), another very effective member of
the House Committee on Education and the Workforce.
Mr. CURBELO of Florida. I thank Mr. Thompson for yielding, and I
thank him for his leadership on this bill. I would also like to thank
Ms. Clark, our chairman, and the ranking member for making this
possible.
I think all of my colleagues have explained all the details in this
bill, the important reforms that are in it, but what I want to focus on
is the critical message that it sends young people and, really, all
aspiring people all over this country, Mr. Speaker.
For a long time--and I was a school board member, so I know this--
young people were told that there was only one path to success: a
traditional 4-year degree. And anyone who didn't do that was looked
down upon, and we stigmatized a lot of young people in this country.
What this Congress is doing today together--Republicans and
Democrats--is sending a strong message to students in high school
today, students in middle school, and people who are adults but still
aspiring and looking to acquire job skills so that they can get a good
job, that there are many pathways to success. I think that is equally
as important as the reforms, as the changes, as the updating of this
important bill that we are advancing, the strong, wonderful message it
is sending to the young people of this country.
I thank everyone for their leadership, and I urge all my colleagues
to vote for this legislation.
[[Page H5380]]
Ms. CLARK of Massachusetts. Mr. Speaker, I yield 1 minute to the
gentleman from New Jersey (Mr. Norcross).
Mr. NORCROSS. Mr. Speaker, I thank the gentlewoman for yielding.
I rise in support of H.R. 5587.
First, I want to thank the Members for coming together and certainly
their staffs for recognizing the important piece of this legislation
where we are going.
As we heard before, a 4-year college is a great pathway for some, but
it certainly isn't for everyone. I, myself, am a product of the other
4-year school, an apprenticeship out of the IBEW that allowed me for
many, many years to support my family being an electrician.
In New Jersey, my home State, 7 out of 10 jobs that are coming up in
the next few years will require less than that 4-year degree, and that
reemphasizes why we are here today.
This important bill will go a long way to provide students with
alternative pathways to earn a fair day's pay for a fair day's work. I,
along with Representative McKinley, formed the Congressional Building
Trades Caucus to work on these issues, and we will be meeting later
this week to discuss these important items. Apprenticeships are a
partnership between employers and employees. They come together and
will increase the outcomes.
Once again, I want to thank all those involved for their hard work. I
urge the Senate to take this up quickly.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I have no other speakers,
so I reserve the balance of my time.
Ms. CLARK of Massachusetts. Mr. Speaker, I yield myself the balance
of my time.
Today we have heard Democrats and Republicans from across the United
States speak in support of H.R. 5587. This legislation builds upon the
investments this Chamber has made in the education system and updates
CTE to allow our students to be competitive in a global economy.
I want to give special thanks to the Committee on Education and the
Workforce staff, who worked so hard to support Members in drafting this
bill that has received such broad bipartisan support.
I urge my colleagues on both sides of the aisle, as well as our
Senate colleagues, to quickly take up and approve this commonsense
legislation.
Mr. Speaker, I yield back the balance of my time.
Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield myself the balance
of my time.
Mr. Speaker, career and technical education helps men and women
across the country achieve the American Dream of finding and seizing
opportunities to work hard and to succeed within the workforce.
The Strengthening Career and Technical Education for the 21st Century
Act makes the positive reforms necessary to ensure more Americans are
able to access life-changing education and experience that will allow
them to do just that, to achieve the American Dream.
{time} 1530
I am pleased that we have been able to work across the aisle in a
bipartisan manner--my hope is that we will be able to work in a
bicameral manner with the Senate, and I encourage swift action in the
Senate--to ensure that this generation is equipped with the tools
needed to remain competitive in today's workforce. I believe this is an
effort that we can all support.
Mr. Speaker, the title of this bill is Strengthening Career and
Technical Education for the 21st Century Act. Normally, we usually find
some kind of an acronym--something short and catchy--to call this.
Those initials don't lend to that process, but I would have to say I
like to refer to this legislation as the opportunity bill. It is the
opportunity for those young people who are looking to enter the
workforce and want to go on to a path to be able to earn a family-
sustaining wage, to be successful through career and technical
education training.
It is an opportunity bill for those families who today find
themselves depressed and caught in unemployment and looking to get back
into the workforce and greater opportunity. It is an opportunity bill.
It is an opportunity bill for those families that, maybe, for
generations have found themselves trapped in poverty and without an
exit strategy, Mr. Speaker. This bill is an opportunity bill. It is an
exit ramp from poverty for those families, those Americans.
For those who are job creators who can't grow or maybe even start
their business or sustain their business because they can't find
qualified and trained workers, this is an opportunity bill, Mr.
Speaker. I urge my colleagues to vote ``yes'' on H.R. 5587.
Mr. Speaker, I yield back the balance of my time.
The SPEAKER pro tempore (Mr. Duncan of Tennessee). The question is on
the motion offered by the gentleman from Pennsylvania (Mr. Thompson)
that the House suspend the rules and pass the bill, H.R. 5587, as
amended.
The question was taken.
The SPEAKER pro tempore. In the opinion of the Chair, two-thirds
being in the affirmative, the ayes have it.
Ms. CLARK of Massachusetts. Mr. Speaker, on that I demand the yeas
and nays.
The yeas and nays were ordered.
The SPEAKER pro tempore. Pursuant to clause 8 of rule XX, further
proceedings on this motion will be postponed.
____________________