[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.
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