[Congressional Record Volume 163, Number 107 (Thursday, June 22, 2017)]
[House]
[Pages H5067-H5082]
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. 2353) 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. 2353

       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.

                      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, 2018.

     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--

[[Page H5068]]

       (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 ``three 
     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 three 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 three or more career and technical 
     education courses; or
       ``(ii) completed at least two 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 one course or earns 
     not less than one 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 two 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;
       ``(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 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)).'';
       (12) 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).'';
       (13) 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).'';
       (14) 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.'';
       (15) 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).'';
       (16) 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.'';
       (17) 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;

[[Page H5069]]

       ``(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).'';
       (18) 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).'';
       (19) 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).'';
       (20) in paragraph (45) (as so redesignated by paragraph 
     (2)) by inserting ``(including paraprofessionals and 
     specialized instructional support personnel)'' after 
     ``supportive personnel''; and
       (21) 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 period at 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--
       ``(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 2018;
       ``(2) $1,148,618,465 for fiscal year 2019;
       ``(3) $1,164,450,099 for fiscal year 2020;
       ``(4) $1,180,499,945 for fiscal year 2021;
       ``(5) $1,196,771,008 for fiscal year 2022; and
       ``(6) $1,213,266,339 for fiscal year 2023.''.

    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 2018, 2019, and 2020, 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 2021 and each succeeding fiscal year.--
     For fiscal year 2021 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.

[[Page H5070]]

       ``(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, as defined in 
     section 3(11)(A)(ii), graduating from high school having 
     attained recognized postsecondary credentials;
       ``(bb) the percentage of CTE concentrators, as defined in 
     section 3(11)(A)(ii), 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, as defined in 
     section 3(11)(A)(ii), 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, as defined in 
     section 3(11)(A)(ii), 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, State 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 procedure 
     described in subsections (d) and (f) of section 122.'';
       (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
       (iii) by adding at the end the following:
       ``(C)  Establishment of levels of performance.--An eligible 
     agency shall establish State levels of performance under 
     subparagraph (A) in a manner consistent with the procedure 
     adopted by the eligible agency under section 122(d)(9).''; 
     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'';
       (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''

[[Page H5071]]

     and inserting ``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 extent to which career and technical education 
     programs supported by this Act are grounded on evidence-based 
     research;
       ``(vii) 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.);

       ``(viii) 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
       ``(ix) 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 evidence-
     based and 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--
       ``(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--

[[Page H5072]]

       ``(1) $7,523,285 for fiscal year 2018;
       ``(2) $7,626,980 for fiscal year 2019;
       ``(3) $7,732,104 for fiscal year 2020;
       ``(4) $7,838,677 for fiscal year 2021;
       ``(5) $7,946,719 for fiscal year 2022; and
       ``(6) $8,056,251 for fiscal year 2023.''.

     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 2018;
       ``(2) $8,515,989 for fiscal year 2019;
       ``(3) $8,633,367 for fiscal year 2020;
       ``(4) $8,752,362 for fiscal year 2021;
       ``(5) $8,872,998 for fiscal year 2022; and
       ``(6) $8,995,296 for fiscal year 2023.''.

     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, 
     faculty, 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 2-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, faculty, 
     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;
       ``(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, dual and concurrent enrollment 
     opportunities, and 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, which may include the development of articulation 
     agreements described in section 124(b)(3); 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

[[Page H5073]]

     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 
     not later than 120 days after its submission to the Secretary 
     unless the Secretary--
       ``(A) determines that the State plan does not meet the 
     requirements of this Act, including the requirements 
     described in section 113; and
       ``(B) meets the requirements of paragraph (2) with respect 
     to such plan.
       ``(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) provides to the eligible agency, 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.''.

     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 striking ``purposes of this Act,'' and inserting 
     ``purposes of this section, including after implementation of 
     the improvement plan described in paragraph (1),'' and
       (ii) by striking ``work with the eligible agency'' and 
     inserting ``provide the eligible agency technical 
     assistance''; and
       (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 develop and implement, in consultation with the 
     stakeholders described in section 122(c)(1)(A), a revised 
     improvement plan (with special consideration of performance 
     gaps identified under section 113(c)(2)(B)) 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 
     indicators of performance for which the plan is revised.'';
       (ii) by redesignating subparagraph (B) as subparagraph (C);
       (iii) by inserting after subparagraph (A), the following:
       ``(B) Revised performance improvement plan 
     implementation.--The Secretary shall provide technical 
     assistance, monitoring, and oversight to each eligible agency 
     with a plan revised under subparagraph (A)(i) until such 
     agency meets the requirements of subparagraph (A)(ii).''; and
       (iv) in subparagraph (C), as redesignated by clause (ii), 
     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, 
     faculty, 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;

[[Page H5074]]

       ``(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:
       ``(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 2 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

[[Page H5075]]

       ``(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, 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 one 
     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 subparagraph (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, which is not less than 90 
     percent of 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.

       ``(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 the Strengthening 
     Career and Technical Education for the 21st Century 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--

[[Page H5076]]

       ``(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 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 gentleman from Illinois (Mr. 
Krishnamoorthi) 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 material on H.R. 2353.
  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.
  Mr. Speaker, I rise today in support of the Strengthening Career and 
Technical Education for the 21st Century Act.
  Mr. Speaker, for years, Americans have urged Congress to work 
together and advance policies that promote good-paying jobs. We have 
heard the voices of those struggling to find the opportunities they 
need. They have been frustrated that the economy has taken so long to 
recover. Many feel stuck in a job market that has transformed 
dramatically due to advances in technology and an increasingly 
competitive global economy.
  It is time to deliver the results hardworking men and women 
desperately need and restore rungs on the ladder of opportunity. That 
is exactly why we are here today.
  This legislation is about jobs. I, along with my colleague 
Representative Krishnamoorthi, introduced H.R. 2353 to help prepare 
more Americans to succeed in the workforce by improving career and 
technical education.
  Today, far too many Americans lack the skills and education they need 
to build a promising career, and many jobs are going unfilled as 
employers face a shortage of skilled workers.
  Paul Tomczuk, president of R. H. Marcon and a constituent of mine, 
said: ``Workforce development is one of the most pressing challenges 
facing roofing contractors today.'' This is a problem we cannot afford 
to ignore.
  As co-chair of the Career and Technical Education Caucus, I have 
worked hard to address this challenge by enhancing awareness of how CTE 
programs can lift people out of poverty and expand opportunity.
  Too often, it is suggested that, in order to be successful in life, 
you have to get a bachelor's degree, but that is not the reality of 
today's diverse economy. In fact, I have met people who have gone into 
debt from attending a 4-year college or university only to enroll in a 
CTE program after graduation to get that good-paying job.
  Attending a more traditional college or university simply isn't the 
right fit for everyone. There are countless individuals who learn best 
in innovative, work-based programming where they can acquire hands-on 
experience aimed at a certain career.
  CTE programs are preparing students for the jobs of the future, 
including in technology, engineering, healthcare, agriculture, and 
more. However, there is more that can be done to ensure these programs 
are successful.
  The Strengthening Career and Technical Education for the 21st Century 
Act will rein in the Federal Government's role in CTE and empower State 
and local leaders to tailor programs to meet the unique needs of the 
students in their communities. It will give students and parents the 
tools they need to hold programs accountable.
  Most importantly, this legislation encourages local education leaders 
to collaborate with local employers and improves alignment with CTE 
programs and in-demand jobs. This legislation is a win for American 
workers.
  By working together, we have developed a set of bipartisan reforms 
that will help address our Nation's skills gap, break the cycle of 
poverty, and help more individuals climb the ladder of opportunity.
  I want to thank Representative Krishnamoorthi and our colleagues on 
both sides of the aisle for all the work that went into moving H.R. 
2353 forward, and I urge my colleagues to support this bipartisan 
legislation.
  Mr. Speaker, I reserve the balance of my time.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield myself such time as I may 
consume.
  Mr. Speaker, I rise in strong support of H.R. 2353. H.R. 2353 is a 
bill introduced by my good friend Congressman Thompson and myself to 
modernize and take career and technical education into the 21st 
century.
  A persistent complaint I hear from employers throughout the State of 
Illinois is that CTE programs have not kept pace with the changing 
demands of industry. This bill would address the skills gap by aligning 
CTE programs to meet the needs of the labor market, giving stakeholders 
more autonomy in developing curricula, while ensuring robust 
accountability standards. I hope everybody will support passage of H.R. 
2353.
  Mr. Speaker, I reserve the balance of my time.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 2\1/2\ minutes to 
the gentlewoman from North Carolina (Ms. Foxx), the distinguished 
chairwoman of the House Education and the Workforce Committee, who has 
had a commitment to skills-based education for many years.
  Ms. FOXX. Mr. Speaker, I thank my colleague, Mr. Thompson, for his 
leadership on this issue. As he said, I have been a strong supporter of 
this for a long, long time.
  Mr. Speaker, I rise today in strong support of H.R. 2353, the 
Strengthening Career and Technical Education for the 21st Century Act.
  Mr. Speaker, when many Americans think of higher education, they 
think of a traditional college or university on a sprawling green 
campus. They think of students leaving colleges and universities with 
their degree in hand, ready for a career and set for life.
  While many Americans choose this path, there is a misconception that 
this is the only pathway to success. For many hardworking Americans, 
the pathway to success does not require a baccalaureate degree. In 
fact, skills-focused education has helped countless Americans gain the 
specialized knowledge and skills they need to enter the workforce and 
build fulfilling lives.
  So many men and women have found success through workforce 
development programs, however, we have come

[[Page H5077]]

to a critical juncture with the future of these programs, and our 
educational institutions have not caught up. As a result, American 
businesses, large and small, are having a hard time finding enough 
workers with the skills and talent they need.
  Mr. Speaker, the bipartisan Strengthening Career and Technical 
Education for the 21st Century Act, which unanimously passed the House 
Committee on Education and the Workforce, provides critical reforms to 
our Nation's education programs and prepares students to compete in our 
competitive global economy.
  Mr. Speaker, all education is truly career education, and we must 
give our students every opportunity to attain the skills they need to 
succeed. When students, parents, employers, and, yes, lawmakers 
understand that, we will be on the right track to closing the skills 
gap that exists in our country.
  I want to thank my colleagues, especially Representative Thompson, 
for his leadership on this issue. As the co-chair of the CTE Caucus, he 
has spent years championing this issue.
  I also want to thank Ranking Member Scott and Representative 
Krishnamoorthi, as well as all committee members, for the bipartisan 
work that is reflected in this bill.
  Expanding opportunity through CTE is vital to closing the Nation's 
skills gap, ending the cycle of poverty, and creating a better tomorrow 
for hardworking Americans.
  I urge all Members to support H.R. 2353.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 2 minutes to the gentleman 
from Virginia (Mr. Scott), the ranking member of the Committee on 
Education and the Workforce, someone who has dedicated his career, in 
part, to this issue.
  Mr. SCOTT of Virginia. Mr. Speaker, I thank the gentleman from 
Illinois for his leadership on this legislation.
  I rise in support of H.R. 2353, the Strengthening Career and 
Technical Education for the 21st Century Act, which will reauthorize 
the Perkins Career and Technical Education program. H.R. 2353 builds on 
the House's bipartisan efforts in the last Congress, when this Chamber 
passed CTE reauthorization by a vote of 405-5.
  The research is clear: The United States workforce is suffering a 
skills gap. According to Georgetown University Center on Education and 
the Workforce, by 2020, 65 percent of all jobs in the United States 
will require at least some postsecondary education or skills 
acquisition. Yet, if the current trend holds, by 2020, our Nation will 
have more than 5 million fewer skilled workers than necessary to fill 
the high-skilled jobs which will be available. In Virginia alone, that 
is 30,000 open jobs; 17,000 are in the area of cybersecurity, and those 
jobs have salaries starting at $88,000.
  This bipartisan, comprehensive reauthorization will improve program 
quality and services for students most in need of skills. It will also 
update the Federal investment in CTE to provide increased State and 
local flexibility, while ensuring greater accountability for program 
quality.
  It ensures that there remains in place a Federal focus on equity of 
opportunity and the role of the U.S. Department of Education to protect 
and promote the civil rights of all students and compliance with 
Federal laws.
  The bill also strengthens the Federal commitment to support delivery 
of high-quality CTE programs by retaining the Department of Education's 
full authority to approve or disapprove State and local plans.
  The bill also requires Federal oversight, monitoring, and technical 
assistance to support program improvement and maintains full authority 
of the Secretary to enforce compliance with statutory program 
requirements and Federal civil rights laws.
  I would like to thank the gentleman from Illinois (Mr. 
Krishnamoorthi) and the gentleman from Pennsylvania (Mr. Thompson) for 
their bipartisan leadership, and the gentleman from Rhode Island (Mr. 
Langevin) for his leadership as the chair of the CTE Caucus and for his 
dedication to realizing a comprehensive program reauthorization.
  The SPEAKER pro tempore. The time of the gentleman has expired.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield the gentleman an additional 
30 seconds.
  Mr. SCOTT of Virginia. Mr. Speaker, this bill was unanimously 
reported by the committee. It has nearly unanimous support from 
business groups, educators, and community stakeholders, so I urge my 
colleagues to support the bill.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
gentleman from Alabama (Mr. Byrne), the subcommittee chairman for the 
Workforce Protections Subcommittee of the Education and the Workforce 
Committee.
  Mr. BYRNE. Mr. Speaker, I thank the gentleman for yielding time, and 
I am proud to rise in support of this strong, bipartisan legislation.
  Improving career and technical education programs is the most 
important thing Congress can do to help close the skills gap, combat 
poverty, and help put Americans back to work.
  Studies clearly show that there are unfilled high-wage jobs out there 
that remain open because people lack the skills to fill the jobs. That 
is where CTE comes in.
  When I was chancellor of Alabama's 2-year college system, I saw 
firsthand just how impressive these programs are. They really do work 
like magic by taking an untrained worker and giving him the skills he 
needs to fill an in-demand job. It is a win-win for everyone.
  So, Mr. Speaker, I am proud to be an original cosponsor and supporter 
of this legislation. I encourage my colleagues to join me in supporting 
this reform-oriented bill that helps build the 21st century workforce.

                              {time}  1400

  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentleman 
from Rhode Island (Mr. Langevin), the chair of the CTE Caucus.
  Mr. LANGEVIN. Mr. Speaker, I thank the gentleman for yielding.
  Mr. Speaker, as co-chair of the Career and Technical Education 
Caucus, I rise in strong support of the Strengthening Career and 
Technical Education for the 21st Century Act. This bipartisan bill, Mr. 
Speaker, is long overdue. The Carl D. Perkins CTE Act, the primary 
Federal investment in CTE, has not been reauthorized in over a decade.
  I want to thank my colleagues, particularly Chairwoman Foxx, Ranking 
Member Scott, Representative Thompson, and Representative 
Krishnamoorthi for their leadership and collaboration on this important 
bill, and a particular thanks to my co-chair of the CTE Caucus, Mr. 
Thompson, for his outstanding leadership and partnership on this issue 
over the years.
  Mr. Speaker, CTE provides students of all ages with the skills they 
need to succeed in high-demand, high-paying, high-skilled jobs. At a 
time right now when hundreds of thousands of jobs in manufacturing, IT, 
and other skilled trades remain unfilled, Congress has a responsibility 
to empower workers with appropriate education and training. If we fail 
to modernize and invest in CTE, we will be unable to build a skilled 
workforce, and American businesses will pay the price.
  H.R. 2353 aligns CTE programs with industry needs, promotes work-
based learning, and supports career counselors.
  The SPEAKER pro tempore (Mr. Poe of Texas). The time of the gentleman 
has expired.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield an additional 30 seconds to 
the gentleman from Rhode Island.
  Mr. LANGEVIN. H.R. 2353 aligns CTE programs with industry needs, 
promotes work-based learning, and supports career counselors while 
strengthening Federal investment in CTE.
  I encourage my colleagues to support students, businesses, and their 
local economies by supporting this bill.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
gentleman from Michigan (Mr. Walberg), the chairman of the Education 
and the Workforce Subcommittee on Health, Employment, Labor, and 
Pensions.
  Mr. WALBERG. Mr. Speaker, I thank the gentleman for sponsoring this 
legislation.
  I rise today to voice my strong support for the Strengthening Career 
and Technical Education for the 21st Century Act, H.R. 2353. In today's 
economy, we know that not everyone follows the same path into the 
workforce. Whether a student wants to pursue a

[[Page H5078]]

job in the auto industry, healthcare, energy, or IT, the reforms we are 
advancing will help aspiring workers get the hands-on experience they 
need to thrive in the 21st century workforce.
  This bill is particularly important for my home State of Michigan, 
the heartland of American manufacturing, where high-skilled jobs are a 
vital component of our State's economy. I am also glad it includes my 
bipartisan provisions to address outdated and burdensome occupational 
licensing requirements.
  As I meet with educators, workers, and manufacturers across my 
district, I consistently hear about the need to improve CTE programs 
and close the skills gap. Let's pass this bipartisan bill and help more 
men and women in Michigan and across the country secure fulfilling and 
good-paying jobs.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentlewoman 
from Massachusetts (Ms. Clark).
  Ms. CLARK of Massachusetts. Mr. Speaker, I thank my colleague from 
Illinois for his leadership on this bill; and also to Congressman 
Thompson for all he has done to bring this to where it is today, 
because millions of students and workers are eager to advance into 
good-paying, high-skilled technical careers.
  From childcare to manufacturing, to carpentry or computer science, 
jobs that require technical training are in high demand, and we want to 
make sure that students across the country have the skills they need to 
get hired and develop their careers.
  With this bill, we will help strengthen the Perkins career and 
technical education program that reaches over 11 million students every 
year. This bill will help policymakers measure what does and does not 
work in career and technical education, allowing us to build on past 
successes. It will ensure our CTE programs are aligned with the needs 
of high-demand growth industries to make sure that America is 
competitive globally, and it will support work-based learning and 
apprenticeships, and our early education and childcare workforce.
  The SPEAKER pro tempore. The time of the gentlewoman has expired.
  Mr. KRISHNAMOORTHI. I yield an additional 15 seconds to the 
gentlewoman.
  Ms. CLARK of Massachusetts. This will bring the Perkins program into 
the modern, 21st century global economy. This has broad bipartisan 
support.
  I urge my colleagues to vote ``yes'' on this act, and I urge them to 
fully fund the CTE programs and reject the proposed cuts of $168 
million.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
gentleman from South Carolina (Mr. Wilson), a member of the Education 
and the Workforce Committee.
  Mr. WILSON of South Carolina. Mr. Speaker, I thank Congressman Glenn 
Thompson for yielding. I appreciate his effective leadership on 
strengthening America's workforce to create jobs.
  I am grateful to speak today on the importance of career and 
technical education, a critical tool in closing the skills gap and 
creating jobs.
  South Carolina has been successful in promoting career and technical 
education programs, recruiting Michelin, BMW, Boeing, Bridgestone, MTU, 
and now Volvo. I hope all communities across America can experience the 
success we have achieved creating jobs, leading to the lowest 
unemployment rate in 16 years.
  The Strengthening Career and Technical Education for the 21st Century 
Act will reduce regulations and allow State and local leaders to create 
CTE programs that are best for their communities by providing greater 
flexibility of Federal resources, allowing States to respond to their 
unique educational and economic needs to create jobs for fulfilling 
lives.
  I appreciate the opportunity to encourage my colleagues to pass this 
bipartisan legislation. These efforts, amplified by President Donald 
Trump's executive order last week expanding apprenticeship programs, 
will be an important step forward in our educational system--closing 
the skills gap and training Americans for meaningful, skilled jobs.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentleman 
from Minnesota (Mr. Nolan).
  Mr. NOLAN. Mr. Speaker, I, too, rise in support of the Carl D. 
Perkins Career and Technical Education Act.
  I would be remiss if I didn't compliment my colleagues on both sides 
of the aisle and all of their respective staffs who have worked so hard 
to bring this really good, strong bipartisan measure here before the 
Congress for the benefit of the American people.
  I have got to tell you: everywhere I go back in Minnesota and around 
the country, I hear two things when I am talking to businesspeople. And 
they say, you know, the people who are trained under this career and 
technical education program are the best employees that we have. The 
other thing I hear is that we need more of them.
  So, again, thanks to my colleagues for bringing this bill forward. 
There are some good, new provisions in it that gives States an 
opportunity to focus better on what the needs are in their particular 
region. There are some other tools to help communities, the program 
itself, and the businesses to form partnerships to expand the program.
  At the end of the day, it is all about creating good, strong jobs 
with living wages and strong futures. It is about creating 
opportunities for the working men and women in this country and for the 
businesses that are at the heart of our economy. And is it about 
creating a dynamic economy where people can grow and prosper in the 
21st century.
  It is a good bill for workers. It is a good bill for business. It is 
a good bill for our economy. And it is a good bill for our national 
security.
  Mr. Speaker, I urge its adoption in the strongest language possible.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1\1/2\ minutes to 
the gentlewoman from Wyoming (Ms. Cheney).
  Ms. CHENEY. Mr. Speaker, may I ask my colleague from North Carolina, 
the chairwoman of the Education and the Workforce Committee, to engage 
in a brief colloquy.
  Mr. Speaker, Wyoming has used CTE funds to pioneer innovative ways of 
improving the college and career readiness of our students.
  Protecting CTE funding in Wyoming for cutting-edge programs like the 
Pathway Innovation Center in Casper is crucial, in part, because the 
previous administration's harmful energy policies that devastated our 
economy, and we must now work to address a depressed labor market and 
hedge against future energy market downturns.
  Mr. Speaker, I want to commend the chairwoman and her committee 
colleagues on both sides of the aisle for their efforts to reform and 
reauthorize the CTE programs. However, I have concerns that the bill, 
as drafted in its current form, could negatively impact my State. 
Therefore, I can't support it.
  Additionally, I know some Members from West Virginia and Louisiana 
share my concerns.
  Therefore, I ask the gentlewoman, would she be willing to work with 
us as this process moves forward to help address these concerns so we 
can get a bill to the President's desk that we can all support?
  Ms. FOXX. Will the gentlewoman yield?
  Ms. CHENEY. I yield to the gentlewoman from North Carolina.
  Ms. FOXX. Mr. Speaker, I thank the gentlewoman for sharing her 
perspective, and I look forward to working to address her concerns as 
we move forward in the legislative process.
  Ms. CHENEY. Mr. Speaker, I thank the gentlewoman from North Carolina.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentleman 
from Connecticut (Mr. Courtney).
  Mr. COURTNEY. Mr. Speaker, I rise in strong support on reauthorizing 
the Carl D. Perkins Career and Technical Education Act, which really 
should be just called the JOBS Act. As we have heard from Members all 
across the country, Members are hearing the same thing from their 
employer community, which is jobs exist, but skills don't.
  What this bill does is it connects people to that job market in 
response to the fact that the 21st century market is dynamic and 
changing, and this bill really gets it in terms of getting to that 
point.
  In May, the U.S. Department of Labor reported that there are 5.9 
million job openings in the U.S. economy; a record high since they even 
started collecting that data. So our job as Members of Congress is to 
update the law and update these programs to align

[[Page H5079]]

it with the Workforce Investment Act, which was passed in 2014, and the 
Every Student Succeeds Act, which was passed again in the last 
Congress.
  This will be the final piece of the puzzle, which will, again, make 
sure that millions of Americans will have the opportunity to have good-
paying jobs that they can support themselves and their families. In 
sector after sector, whether it is IT, whether it is healthcare, 
whether it is advanced manufacturing, all are going to benefit from 
this measure.
  Mr. Speaker, I congratulate both of the sponsors for their great work 
on this, and I urge all Members to support it.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
gentleman from Pennsylvania (Mr. Smucker).
  Mr. SMUCKER. Mr. Speaker, I thank the gentleman for yielding.

  Mr. Speaker, I rise today in strong support of H.R. 2353. This bill 
will reform our career and technical education system, and strengthen 
the programs in my district in Pennsylvania.
  Mr. Speaker, there are jobs available in my district right now, but 
there aren't enough trained workers. This bill will help businesses and 
schools partner to prepare students for jobs in today's in-demand 
industries.
  We need to accommodate the needs of many different types of students 
like Steve Nunemaker from Ephrata, Pennsylvania, who, at the age of 47, 
graduated from Thaddeus Stevens College of Technology with a degree in 
engineering computer-aided drafting.
  CTE programs are vital to training workers for new careers. The jobs 
that are available are good, family-sustaining jobs. So many people in 
this country are ready to learn and eager to work.
  I would like to thank again Representatives Thompson and 
Krishnamoorthi for their leadership, and I rise to urge my colleagues 
to support this bill.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentleman 
from Colorado (Mr. Polis), the ranking member of the Subcommittee on 
Early Childhood, Elementary, and Secondary Education.
  Mr. POLIS. Mr. Speaker, I rise in support of H.R. 2353, the 
Strengthening Career and Technical Education for the 21st Century Act.
  I recently had the opportunity to visit our new Pathways in 
Technology Early College, or P-TECH, program at Skyline High School in 
Colorado.
  P-TECH is a partnership between the St. Vrain Valley School District, 
Front Range Community College, and IBM. It allows students to earn a 
high school diploma and an associate's degree in 5 or 6 years through 
dual enrollment.
  I spoke with a number of students participating in P-TECH and they 
shared with me how the program equips them with the skills they need to 
get a well-paying, reliable job after graduation. That is exactly the 
kind of innovation Congress should be supporting, and I am proud that 
the Perkins reauthorization bill does just that.
  I urge this bill's final passage in the House, and I call on my 
colleagues in the Senate to take up this bipartisan legislation as soon 
as possible so more students can enjoy the kinds of opportunities that 
the students at the P-TECH High School and St. Vrain Valley School 
District do.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
gentleman from Georgia (Mr. Ferguson), a member of the House Education 
and the Workforce Committee.
  Mr. FERGUSON. Mr. Speaker, I rise today in support of H.R. 2353.
  Not only does this legislation authorize more available funding for 
CTE programs, it also gives States more freedom to support CTE 
activities in rural districts like mine.

                              {time}  1415

  This bill also gives authority back to the States to approve CTE 
plans rather than require Federal approval.
  In the short time I have been in Congress, I have seen firsthand the 
unique differences across each of our States and districts. Increasing 
flexibility will enable States to have the flexibility to create and 
support programs that fit their unique workforce needs.
  I am excited to be an original cosponsor of this legislation and look 
forward to its passage later today. Helping our young people transition 
from school into meaningful careers is one of the best ways we can move 
our Nation into a vibrant 21st century economy.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentlewoman 
from Florida (Ms. Wilson).
  Ms. WILSON of Florida. Mr. Speaker, I am a strong supporter of career 
and technical education. While this bipartisan bill makes needed 
improvements to current law, during the committee markup I offered and 
later withdrew an amendment to provide more Federal support for skill 
development and training programs for ex-offenders who need a second 
chance and opportunity.
  Ex-offenders, who are disproportionately young men of color due to 
the bias in the criminal justice system, face numerous hurdles when 
they try to reintegrate into society after serving their time. Finding 
a decent job is a necessary first step towards developing self-esteem 
and self-sufficiency. Unfortunately, and too often, a prior criminal 
history is a barrier to ex-offenders seeking employment.
  I withdrew my amendment because of the important work. Nevertheless, 
it is my view that my amendment should be considered as this bill 
advances to future conference consideration. Let's help stop recidivism 
for this special population.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
distinguished gentleman from Georgia (Mr. Allen), who is a member of 
the Education and the Workforce Committee.
  Mr. ALLEN. Mr. Speaker, I thank the gentleman from Pennsylvania for 
yielding time.
  Mr. Speaker, I rise in support of H.R. 2353, the Strengthening Career 
and Technical Education for the 21st Century Act.
  Last week, President Trump laid out a plan to expand educational 
opportunities for American workers. President Trump's dedication to 
workforce development is admirable, and I am glad we have a President 
who has made this a priority.
  As someone who has worked in the construction industry for my entire 
career, I know firsthand how difficult it can be to find skilled 
workers. In fact, I spoke at the Associated Builders and Contractors 
breakfast this morning, and they reported that there will be over 1 
million job openings in the construction industry in the next few 
years.
  I have met with many industries in my district. The workforce is 
aging. There aren't enough people who currently have the skills to take 
over, and it can take nearly 2 years for people to be fully trained for 
these positions.
  First and foremost, it is our responsibility to make sure that young 
people today are equipped for the job market of tomorrow. Getting an 
education is essential, but it is equally important that our education 
efforts are aligned with the in-demand jobs in our communities.
  The SPEAKER pro tempore. The time of the gentleman has expired.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield the gentleman from 
Georgia an additional 15 seconds.
  Mr. ALLEN. Mr. Speaker, this bill will bridge the gap between the 
business community and education, which is critical to prepare 
America's future workforce.
  I am happy to cosponsor this important bill, and I hope that my 
colleagues will join me in voting for H.R. 2353.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentlewoman 
from Oregon (Ms. Bonamici), who is the vice ranking member of the 
Committee on Education and the Workforce.
  Ms. BONAMICI. Mr. Speaker, the Strengthening Career and Technical 
Education for the 21st Century Act is an important step in educating 
students and preparing them for the workforce. It increases 
opportunities for historically underserved students. It strengthens 
alignment between CTE programs and stakeholders. It includes the 
amendment I worked on with Representative Stefanik to encourage CTE 
programs to integrate arts and design skills.
  This bill will support more programs that respond to local workforce 
demands and teach advanced skills and creative thinking, like the one I 
just visited at Portland Community College. Employers, including Intel, 
support the school's new STEAM Lab,

[[Page H5080]]

where students are pursuing certificates and degrees in fields like 
microelectronics technology.
  The Federal Government does have an important enforcement role, and I 
am disappointed that the bill weakens the Department of Education's 
ability to hold States accountable for improving low-quality CTE 
programs. But despite that concern, this bill is worthy of support.
  I thank Chairwoman Foxx, Ranking Member Scott, Representative 
Thompson, and Representative Krishnamoorthi for their bipartisan work, 
and I urge all my colleagues to join me in supporting this bill.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
gentleman from Minnesota (Mr. Lewis), an Education and the Workforce 
Committee member.
  Mr. LEWIS of Minnesota. Mr. Speaker, I thank Mr. Thompson for his 
leadership and hard work on this important legislation.
  Too often, students across the country leave school without the 
necessary skills to compete in the modern economy. As the cost of a 4-
year degree continues to soar higher and higher and students are taking 
on greater debt, employers across this country are struggling to find 
skilled workers to fill good, high-paying jobs. Career and technical 
education bridges the gap between the classroom and the workplace, 
offering students a clear pathway to a meaningful career.

  I am pleased this legislation includes my amendment supporting dual 
and concurrent enrollment. By allowing high school students to begin 
earning postsecondary credit, dual enrollment can shorten the time to 
degree or credential completion, puts students on the fast tack to a 
good job, and saves families a significant amount of money. Students 
who participate in dual enrollment are more likely to continue and 
pursue postsecondary education, less likely to need remediation, and 
more likely to complete a degree.
  My district is lucky to be home to a great technical college that 
does its job. For example, in Rosemount, Minnesota, Dakota County 
Technical College partners with local employers to provide students 
customized training that fits employer-specific needs.
  I am proud to support this important legislation that will increase 
opportunity and prepare students with the skills to succeed.
  Mr. KRISHNAMOORTHI. Mr. Speaker, may I inquire how much time I have 
remaining.
  The SPEAKER pro tempore. The gentleman from Illinois has 8\3/4\ 
minutes remaining.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentlewoman 
from North Carolina (Ms. Adams).
  Ms. ADAMS. Mr. Speaker, I thank the gentleman for yielding.
  Since coming to Congress, I have visited with business leaders across 
my district, such as Cindy, the plant manager at Train in Charlotte, 
and educators at local colleges like Central Piedmont Community 
College. Each stressed the importance of educating our workforce to 
fill existing available jobs and to train for jobs of the future.
  We must close the skills gap through innovation and work-based 
learning opportunities such as those provided through the Strengthening 
Career and Technical Education for the 21st Century Act.
  CTE improves collaboration between secondary and postsecondary 
schools, employers, industry, and community partners, giving students, 
regardless of their background, access to quality job training and the 
opportunity to earn well-paying jobs without having to complete a 4-
year degree. This training is critical to closing the opportunity gap 
that exists in communities like mine in Mecklenburg County.
  IBM, which employs more than 1,300 people in the 12th District, wrote 
to me just last week to remind us that jobs in growing technology 
fields demand candidates with high-tech skills that don't always 
require a traditional degree.
  Mr. Speaker, I urge my colleagues to join me in reauthorizing CTE to 
continue modernizing today's workforce training and securing America's 
future.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
distinguished gentleman from Wisconsin (Mr. Grothman).
  Mr. GROTHMAN. Mr. Speaker, one good thing about voting for this bill 
is the rhetoric we are hearing from this Chamber today. It sounds like 
the drumbeat from high school guidance counselors, college recruiters, 
and politicians kowtowing to the education lobby that everybody has to 
go to a 4-year college or that it is even wise for people to go to a 4-
year college is beginning to come to an end.
  I am glad, under this bill, we are going to make it easier for 
students to get a degree focused on skills. For some, that degree could 
be 1 year; for some, it could be 2 years. Frequently, these degrees 
lead to jobs that are higher paying than many jobs that you get after 
you have a 4-year degree.
  Not only are they higher paying, but I think they result in more job 
security because you are not a generalist who will get laid off when 
you are 45 or 50 and not find a job. But if you have a skill, that 
skill is something in which you can still get a job when you are 50, 
55, 60, or 65. Therefore, I am proud to announce for this bill today.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentleman 
from California (Mr. DeSaulnier).
  Mr. DeSAULNIER. Mr. Speaker, I want to congratulate my friend from 
Illinois and also my friend Mr. Thompson for this bipartisan bill. I am 
happy to support it and hear all of my colleagues enthusiastically 
support it.
  Career and technical education gives students the opportunity to get 
technical experience regardless of whether their next step out of high 
school is to immediately join the workforce or to go to college.
  In my district, I have had the opportunity to visit many students in 
programs that benefit from the inclusions of career pathways in their 
high school curriculum. Mt. Diablo High School students, for example, 
create a farm-to-table restaurant experience, while Pittsburg High 
Schoolers design computer animations as a part of the school's Green 
Engineering Academy. At De Anza High School in Richmond, California, 
they run an Information Technology Academy focusing on IT career 
skills, while providing their community IT services free of charge.
  By enacting this bipartisan legislation, Congress will affirmatively 
take steps to update our Nation's educational vision and will propel 
today's students into tomorrow's workforce.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 30 seconds to the 
gentleman from Virginia (Mr. Brat), who is a member of the Education 
and the Workforce Committee.
  Mr. BRAT. Mr. Speaker, I rise today in strong support of the 
Strengthening Career and Technical Education for the 21st Century Act.
  The economy is not growing as it should be--about 0.7 percent last 
quarter--and according to many of the employers in my district, our 
workforce is not prepared to meet the needs of today, let alone the 
future.
  This legislation is important because it recognizes that we need an 
education system that best prepares our kids for the future--a future 
in business--as soon as they hit K-12, and they should be ready to 
enter the job market or move on to additional training. Traditional 4-
year colleges and universities cannot be the only pathway for the next 
generation of students.
  In Virginia, there were nearly 110,000 postsecondary students 
enrolled in CTE courses in the 2014 year. Programs I am privileged to 
represent in Virginia's Seventh Congressional District include Amelia 
Nottoway Technical Center, the Chesterfield Governor's Career and 
Technical Academy, and Chesterfield County Public Schools Governor's 
Health Sciences Academy.
  While these innovative programs in my district have excelled, 
technical skills and on-the-job training must be ingrained in the 
thinking of our entire K-12 educational system, across the curriculum, 
in every class. I believe this bill is a positive step in that 
direction.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1\1/2\ minutes to the 
distinguished gentleman from New Jersey (Mr. Norcross).
  Mr. NORCROSS. Mr. Speaker, I thank my colleague from Illinois for 
yielding me the time.
  Certainly, we are in the House today and sending a very clear message 
that career and technical skills matter, and I rise in support of this 
bill. For a 4-year college, that pathway is certainly

[[Page H5081]]

great for some, but not all. Technical training helped shape my life 
from community college to the construction site and, yes, here to 
Congress.
  Career and technical education, or CTE, is often overlooked, and it 
shouldn't be. We need electricians and computer programmers just as 
much as we need doctors and engineers. In my State of New Jersey, 9 out 
of 10 of the fastest growing occupations don't require a 4-year degree, 
but they do require a certificate or on-the-job training.
  This is an important reauthorization bill that will go a long way to 
providing students with opportunities to build skills that they need 
for those fast-growing, high-paying jobs.
  I want to thank the sponsors for including my provision that will 
allow high schools to give more information on that career path in 
technical education.
  Don Borden, who is the president of Camden County College in my 
State, says that we have an ``understanding of the types of educational 
programs we need to provide for our students,'' and that ``will lead to 
meaningful employment.''
  This is about employment and careers, to train the students on 
available curriculum, on available jobs. I urge support of this jobs 
bill.

                              {time}  1430

  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 30 seconds to the 
distinguished gentleman from Kansas (Mr. Estes).
  Mr. ESTES of Kansas. Mr. Speaker, I rise today in support of H.R. 
2353, the Strengthening Career and Technical Education for the 21st 
Century Act.
  I urge all Members to vote for this bipartisan bill that allows our 
educational institutions the ability to better adapt their programs to 
the specific needs of their students. This bill will give States and 
localities more flexibility in how to use Federal money for career and 
technical education programs, which will ultimately help Americans find 
the jobs they need.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1\1/2\ minutes to the 
gentlewoman from Delaware (Ms. Blunt Rochester.
  Ms. BLUNT ROCHESTER. Mr. Speaker, I thank the gentleman for yielding.
  Mr. Speaker, I rise today in support of H.R. 2353, the Strengthening 
Career and Technical Education for the 21st Century Act. This important 
legislation would allow more Americans to enter the workforce with the 
skills needed to compete for high-skilled, in-demand jobs.
  Delaware employers tell me they need a skilled workforce. CTE support 
is a vital tool in addressing the skills gap in many industries in our 
country. Our support ensures that all students have access to high-
quality CTE programs. It allows States to strengthen these programs, 
providing hands-on learning opportunities that lead to higher 
graduation rates as well as better postsecondary and career options.
  In 2012, Delaware started Pathways to Prosperity to give high school 
students an industry-recognized certificate, college credits, and 
relevant work experience, all before they graduate. In 2 years, it has 
grown from 30 students to over 6,000 students, who are now better 
suited to determine their next steps and build a career.
  I thank Mr. Thompson and also Mr. Krishnamoorthi for their 
leadership, and I urge my colleagues to support this bipartisan 
legislation.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 30 seconds to the 
gentleman from Ohio (Mr. Davidson).
  Mr. DAVIDSON. Mr. Speaker, I thank the Congressman from Pennsylvania 
for yielding.
  As a former manufacturer, I have experienced firsthand the importance 
of career technical education in promoting meaningful work. It is 
especially helpful for helping people transition from a social safety 
net or a second-chance program, but I have seen it firsthand. For high 
school students and for adults who change careers, it can truly change 
lives.
  I encourage my colleagues to support this legislation. I am confident 
it can do for our country what it has done in the Eighth District of 
Ohio.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 1 minute to the gentleman 
from Illinois (Mr. Lipinski).
  Mr. LIPINSKI. Mr. Speaker, I thank the gentleman for yielding and for 
his great work on this bill that would reauthorize a program that is 
critical to both American workers and businesses, and the future of our 
American economy.
  I am continuously hearing from family-owned manufactures across my 
district, such as Atlas Tool and Die and ODM, that they cannot find 
workers with the skills they need to fill good-paying jobs. I hear this 
from companies also like Boeing, Intel, and Abbott. At the same time, 
millions of Americans are struggling to find jobs, but they don't have 
the skills that they need.
  This bill addresses this problem by supporting career and technical 
education programs that are matched to regional, State, and local labor 
markets. These applied science, technology, engineering and 
mathematics, or STEM education programs, are an important component of 
the innovation engine that drives our economy.
  As we work to move innovative technologies into the marketplace, we 
need a skilled workforce to build and implement them. We also need to 
make sure that our innovation economy benefits all Americans, 
especially the middle class.
  I thank my colleagues for this bill and urge all my colleagues to 
support it.
  The SPEAKER pro tempore. The time of the gentleman has expired.
  Mr. KRISHNAMOORTHI. I yield the gentleman an additional 30 seconds.
  Mr. LIPINSKI. I want to thank Mr. Krishnamoorthi for all his work on 
this bill, and I thank the Republicans for their work. It is a good, 
bipartisan bill. It is something that America needs to help strengthen 
our economy and help strengthen America's middle class.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield myself the balance of my 
time.
  I would like to thank my staff and committee staff for all their work 
on this bill. I especially want to thank Alex Payne, the lead committee 
staffer on career and technical education from our side, who, 
unfortunately, couldn't be here with us today, due to the death of his 
father. I want to thank Congressman Thompson for his incredible 
leadership on this bill for all these years.
  I also want to say that the main purpose of this bill is to 
coordinate what is taught in CTE classes with workforce demands. H.R. 
2353 requires State plans to show how CTE curricula aligns with in-
demand careers. School districts must consult business leaders, 
educators, parents, community leaders, representatives of special 
populations, and others to determine the most promising career fields. 
This bipartisan bill gives everyone a seat at the table and makes sure 
no one is left behind.
  I also want to thank Chairwoman Foxx and Ranking Member Scott for 
their incredible leadership on this bill.
  I want to take note of the fact that this is a bipartisan bill, at a 
time when bipartisanship is so needed in this town. I urge the Senate 
to take up our bill, and I urge a ``yes'' vote.
  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, H.R. 2353 has the power to improve the lives of 
countless Americans. By modernizing career and technical education, we 
can help prepare more men and women from all walks of life to succeed 
in the workforce.
  I would like to note that it is important we continue to fund these 
programs at the authorized levels so the programs can adequately serve 
students of all ages. We really have an opportunity to make a positive 
difference today, and I couldn't be prouder of the bipartisan work that 
went into this.
  Once again, I want to thank Representative Krishnamoorthi as well as 
all the members of the House Committee on Education and the Workforce. 
I would be remiss not to thank my education staff on my team, Katie 
Brown; Education and the Workforce staffers, James Redstone and Alex 
Payne; and all of our colleagues, for their diligent work on this 
important piece of legislation.
  Mr. Speaker, I urge all Members to vote in favor of H.R. 2353, and I 
yield back the balance of my time.
  Mr. McKINLEY. Mr. Speaker, the Strengthening Career and Technical 
Education for the 21st Century Act is a long overdue reform and

[[Page H5082]]

reauthorization of the federal career and technical education (CTE) 
program. Unfortunately, I remain concerned that the bill included 
changes to the funding formula for states that would result in 
significant cuts to CTE funding for West Virginia and several other 
states beginning in 2021.
  The removal of a hold harmless provision will result in a direct loss 
of $4.07 million to West Virginia, a cut of nearly 20 percent over a 
three-year period. Given West Virginia's economic struggles in recent 
years, we can ill afford drastic cuts to workforce training programs. 
As the legislative process continues, I urge the U.S. Senate to find an 
equitable solution and consider states that will be disadvantaged by 
the removal of the hold harmless provision.
  Without additional changes to the funding formula, in its current 
form I will oppose the bill.
  Mr. GENE GREEN of Texas. Mr. Speaker, I rise in support of H.R. 2353, 
the Strengthening Career and Technical Education for the 21st Century 
Act.
  High school, community college, and trade school students in Houston 
and Harris County, Texas deserve the opportunity to receive a high-
quality career and technical education (CTE). CTE education is the 
pathway for many in our community and throughout our great country to a 
good paying job and the middle class.
  High-quality CTE programs are critical for our nation's economy. 
Nearly every sector of our economy, from refiners and shipbuilders 
along the Houston Ship Channel to medical device manufacturers and 
information technology firms, rely on skilled STEM-educated workers to 
innovate and compete in the global marketplace.
  For over thirty years, the federal government has provided direct 
support to CTE programs nationwide through the Perkins Career and 
Technical Education Act. Congress has not successfully reauthorized the 
Perkins Act in 11 years, delaying the needed reforms and additional 
resources our CTE students deserve.
  Today's legislation delivers the reforms and resources that will help 
improve our local career and technical education programs. The 
Strengthening Career and Technical Education for the 21st Century Act 
will provide states more flexibility in the use of federal resources in 
response to changes in education and the economy and reduce 
administrative burdens and simplify the process for states to apply for 
federal resources. This legislation will increase federal investment in 
CTE program by nine percent over the life of the authorization and 
reward success and innovation in CTE program practices that have been 
proven to best serve students and employers.
  I ask all my colleagues to join in supporting this bipartisan 
legislation that is broadly supported by job creators and educators 
from across our great nation.
  Mr. MITCHELL. Mr. Speaker, I rise today to support the Strengthening 
Career and Technical Education Act.
  I devoted 35 years to workforce education so I know the career and 
economic opportunities possible through technical education. The Bureau 
of Labor Statistics reports that there are 90 distinct career paths in 
my home state--Michigan--offering an average salary of $50 thousand or 
more that do not require a 4 year college degree. That salary is well 
above the state median annual wage of $45 thousand.
  Yet we lack effective technical training opportunities to reach those 
paths. Too often young people are unaware of those opportunities and 
far too often access to career and technical education is lacking. CTE 
programs give students the opportunities to experience those careers 
and build skills needed for careers.
  This bipartisan legislation updates federal law to support CTE 
programs and to improve access. I urge all of my colleagues to support 
this legislation.
  Mr. ROE of Tennessee. Mr. Speaker, I rise today in support of H.R. 
2353, the Strengthening Career and Technical Education for the 21st 
Century Act, which reauthorizes the Carl D. Perkins Career and 
Technical Education Act.
  Mr. Speaker, it's estimated that the U.S. spends $1.6 trillion 
dollars on human capital development each year. That includes spending 
on K-12 education, post-secondary education, and employer-based 
training. In spite of all that spending, fewer than half of Americans 
ages 25 to 64 have completed a credential beyond high school. All over 
my district I hear from employers about the need for workers with the 
right skills. Career and technical education is one way to do this.
  I am pleased this legislation encourages states to utilize work-based 
learning, but I would also note that I think we can further strengthen 
it by encouraging apprenticeships, both registered and unregistered. As 
our nation continues to transition itself from analog to digital, so 
must our workforce. Apprenticeships are needed not only in traditional 
trades, but also in emerging fields like advanced manufacturing and the 
technology sector. President Trump demonstrated his commitment to this 
workforce development model in a speech last week, and I look forward 
to working on this model with the Chairwoman.
  With these important reforms, we can help ensure the labor force of 
tomorrow has the skills it needs.
  The SPEAKER pro tempore. 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. 2353, as amended.
  The question was taken; and (two-thirds being in the affirmative) the 
rules were suspended and the bill, as amended, was passed.
  A motion to reconsider was laid on the table.

                          ____________________