[Congressional Record Volume 164, Number 125 (Wednesday, July 25, 2018)]
[House]
[Pages H7175-H7194]
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 concur in the Senate amendment to the bill (H.R. 2353) to 
reauthorize the Carl D. Perkins Career and Technical Education Act of 
2006.
  The Clerk read the title of the bill.
  The text of the Senate amendment is as follows:
  Senate amendment:
       Strike all after the enacting clause and insert the 
     following:

     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. Native American Programs.
Sec. 116. Tribally controlled postsecondary career and technical 
              institutions.
Sec. 117. Occupational and employment information.

                        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. Special rules for career and technical education.
Sec. 133. Local application for career and technical education 
              programs.
Sec. 134. Local uses of funds.

                      TITLE II--GENERAL PROVISIONS

Sec. 201. Federal and State administrative provisions.

                  TITLE III--AMENDMENTS TO OTHER LAWS

Sec. 301. Amendments to the Wagner-Peyser Act.
Sec. 302. Amendments to the Elementary and Secondary Education Act of 
              1965.
Sec. 303. Amendment to the Workforce Innovation and Opportunity Act.

     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, 2019.

     SEC. 5. TABLE OF CONTENTS OF THE CARL D. PERKINS CAREER AND 
                   TECHNICAL EDUCATION ACT OF 2006.

       Section 1(b) is amended to read as follows:
       ``(b) Table of Contents.--The table of contents for this 
     Act is as follows:

``Sec. 1. Short title; table of contents.
``Sec. 2. Purpose.
``Sec. 3. Definitions.
``Sec. 4. Transition provisions.
``Sec. 5. Privacy.
``Sec. 6. Limitation.
``Sec. 7. Special rule.
``Sec. 8. Prohibitions.
``Sec. 9. Authorization of appropriations.

   ``TITLE I--CAREER AND TECHNICAL EDUCATION ASSISTANCE TO THE STATES

                   ``Part A--Allotment and Allocation

``Sec. 111. Reservations and State allotment.
``Sec. 112. Within State allocation.
``Sec. 113. Accountability.
``Sec. 114. National activities.
``Sec. 115. Assistance for the outlying areas.
``Sec. 116. Native American programs.
``Sec. 117. Tribally controlled postsecondary career and technical 
              institutions.

                       ``Part B--State Provisions

``Sec. 121. State administration.
``Sec. 122. State plan.
``Sec. 123. Improvement plans.
``Sec. 124. State leadership activities.

                       ``Part C--Local Provisions

``Sec. 131. Distribution of funds to secondary education programs.
``Sec. 132. Distribution of funds for postsecondary education programs.
``Sec. 133. Special rules for career and technical education.
``Sec. 134. Local application for career and technical education 
              programs.
``Sec. 135. Local uses of funds.

                     ``TITLE II--GENERAL PROVISIONS

              ``Part A--Federal Administrative Provisions

``Sec. 211. Fiscal requirements.
``Sec. 212. Authority to make payments.
``Sec. 213. Construction.
``Sec. 214. Voluntary selection and participation.
``Sec. 215. Limitation for certain students.
``Sec. 216. Federal laws guaranteeing civil rights.
``Sec. 217. Participation of private school personnel and children.
``Sec. 218. Limitation on Federal regulations.
``Sec. 219. Study on programs of study aligned to high-skill, high-wage 
              occupations.

               ``Part B--State Administrative Provisions

``Sec. 221. Joint funding.
``Sec. 222. Prohibition on use of funds to induce out-of-State 
              relocation of businesses.
``Sec. 223. State administrative costs.
``Sec. 224. Student assistance and other Federal programs.''.

     SEC. 6. PURPOSE.

       Section 2 (20 U.S.C. 2301) is amended--
       (1) in the matter preceding paragraph (1)--
       (A) by striking ``academic and career and technical 
     skills'' and inserting ``academic knowledge and technical and 
     employability skills''; and
       (B) by inserting ``and programs of study'' after 
     ``technical education programs'';
       (2) in paragraph (1), by striking ``high demand 
     occupations'' and inserting ``in-demand occupations'';
       (3) in paragraph (3), by striking ``, including tech prep 
     education'';
       (4) in paragraph (4), by inserting ``and programs of 
     study'' after ``technical education programs'';
       (5) in paragraph (6), by striking ``and'' after the 
     semicolon;
       (6) in paragraph (7), by striking the period at the end and 
     inserting ``; and''; and
       (7) by adding at the end the following:
       ``(8) increasing the employment opportunities for 
     populations who are chronically unemployed or underemployed, 
     including individuals with disabilities, individuals from 
     economically disadvantaged families, out-of-workforce 
     individuals, youth who are in, or have aged out of, the 
     foster care system, and homeless individuals.''.

     SEC. 7. DEFINITIONS.

       Section 3 (20 U.S.C. 2302) is amended--
       (1) by striking paragraphs (10), (16), (23), (24), (25), 
     (26), and (32);
       (2) by redesignating paragraphs (8), (9), (11), (12), (13), 
     (14), (15), (17), (18), (19), (20), (21), (22), (27), (28), 
     (29), (30), (31), (33), and (34) as paragraphs (9), (10), 
     (17), (18), (20), (21), (24), (28), (30), (31), (33), (34), 
     (39), (44), (45), (48), (49), (50), (51), and (52), 
     respectively;
       (3) in paragraph (2), by striking ``, including information 
     as described in section 118''.
       (4) in paragraph (3)--
       (A) in subparagraph (B), by striking ``5 different 
     occupational fields to individuals who are available for 
     study in preparation for entering the labor market'' and 
     inserting ``3 different fields that are available to all 
     students, especially in high-skill, high-wage, or in-demand 
     industry sectors or occupations''; and
       (B) in subparagraph (D), by striking ``not fewer than 5 
     different occupational fields'' and inserting ``not fewer 
     than 3 different occupational fields'';
       (5) in paragraph (5)--
       (A) in subparagraph (A)--
       (i) by amending clause (i) to read as follows:
       ``(i) provides individuals with rigorous academic content 
     and relevant technical knowledge and skills needed to prepare 
     for further education and careers in current or emerging 
     professions, which may include high-skill, high-wage, or in-
     demand industry sectors or occupations, which shall be, 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;'';
       (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, a certificate, 
     or an associate degree''; and

[[Page H7176]]

       (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 ``general''; and
       (iv) by striking the period at the end and inserting a 
     semicolon; and
       (C) by adding at the end the following:
       ``(C) to the extent practicable, coordinate between 
     secondary and postsecondary education programs through 
     programs of study, which may include coordination through 
     articulation agreements, early college high school programs, 
     dual or concurrent enrollment program opportunities, or other 
     credit transfer agreements that provide postsecondary credit 
     or advanced standing; 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).'';
       (6) in paragraph (7)--
       (A) in subparagraph (A)--
       (i) by striking ``(and parents, as appropriate)'' and 
     inserting ``(and, as appropriate, parents and out-of-school 
     youth)'';
       (ii) by inserting ``exploration opportunities'' after 
     ``regarding career awareness''; and
       (iii) by striking ``and'' after the semicolon;
       (B) in subparagraph (B)--
       (i) by inserting ``to students (and, as appropriate, 
     parents and out-of-school youth)'' after ``provides 
     information''; and
       (ii) by striking ``financial aid,'' and all that follows 
     through the end of the subparagraph and inserting ``financial 
     aid, job training, secondary and postsecondary options 
     (including associate and baccalaureate degree programs), dual 
     or concurrent enrollment programs, work-based learning 
     opportunities, early college high schools, financial 
     literacy, and support services, as appropriate; and''; and
       (C) by adding at the end the following:
       ``(C) may provide assistance for special populations with 
     respect to direct support services that enable students to 
     persist in and complete career and technical education, 
     programs of study, or career pathways.'';
       (7) 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).'';
       (8) by inserting after paragraph (10) (as redesignated by 
     paragraph (2)) the following:
       ``(11) Credit transfer agreement.--The term `credit 
     transfer agreement' means a formal agreement, such as an 
     articulation agreement, among and between secondary and 
     postsecondary education institutions or systems that grant 
     students transcripted postsecondary credit, which may include 
     credit granted to students in dual or concurrent enrollment 
     programs or early college high school, dual credit, 
     articulated credit, and credit granted on the basis of 
     performance on technical or academic assessments.
       ``(12) CTE concentrator.--The term `CTE concentrator' 
     means--
       ``(A) at the secondary school level, a student served by an 
     eligible recipient who has completed at least 2 courses in a 
     single career and technical education program or program of 
     study; and
       ``(B) at the postsecondary level, a student enrolled in an 
     eligible recipient who has--
       ``(i) earned at least 12 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.
       ``(13) CTE participant.--The term `CTE participant' means 
     an individual who completes not less than one course in a 
     career and technical education program or program of study of 
     an eligible recipient.
       ``(14) Director.--The term `Director' means the Director of 
     the Institute of Education Sciences.
       ``(15) Dual or concurrent enrollment program.--The term 
     `dual or concurrent enrollment program' has the meaning given 
     the term in section 8101 of the Elementary and Secondary 
     Education Act of 1965.
       ``(16) 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.'';
       (9) by inserting after paragraph (18) (as redesignated by 
     paragraph (2)) the following:
       ``(19) Eligible entity.--The term `eligible entity' means a 
     consortium that includes the following:
       ``(A) Representatives of not less than 2 of the following 
     categories of entities, 1 of which shall serve as the fiscal 
     agent for the consortium:
       ``(i) A local educational agency or a consortium of such 
     agencies.
       ``(ii) An educational service agency serving secondary 
     school students.
       ``(iii) An area career and technical education school or a 
     consortium of such schools.
       ``(iv) An Indian Tribe, Tribal organization, or Tribal 
     educational agency.
       ``(v) An institution of higher education whose most common 
     degree awarded is an associate degree, or a consortium of 
     such institutions.
       ``(vi) An institution of higher education whose most common 
     degree awarded is a bachelor's or higher degree, or a 
     consortium of such institutions.
       ``(vii) A State educational agency.
       ``(B) One or more business or industry representative 
     partners, which may include representatives of local or 
     regional businesses or industries, including industry or 
     sector partnerships in the local area, local workforce 
     development boards, or labor organizations.
       ``(C) One or more stakeholders, which may include--
       ``(i) parents and students;
       ``(ii) 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));
       ``(iii) representatives of Indian tribes and Tribal 
     organizations, where applicable;
       ``(iv) representatives of minority-serving institutions (as 
     described in paragraphs (1) through (7) of section 371(a) of 
     the Higher Education Act of 1965 (20 U.S.C. 1067q(a)), where 
     applicable;
       ``(v) representatives of special populations;
       ``(vi) representatives of adult career and technical 
     education providers; or
       ``(vii) other relevant community stakeholders.'';
       (10) by amending paragraph (20) (as redesignated by 
     paragraph (2)) to read as follows:
       ``(20) Eligible institution.--The term `eligible 
     institution' means--
       ``(A) a consortium of 2 or more of the entities described 
     in subparagraphs (B) through (F);
       ``(B) a public or nonprofit private institution of higher 
     education that offers and will use funds provided under this 
     title in support of career and technical education courses 
     that lead to technical skill proficiency or a recognized 
     postsecondary credential, including 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) an Indian Tribe, Tribal organization, or Tribal 
     education agency that operates a school or may be present in 
     the State;
       ``(F) a postsecondary educational institution controlled by 
     the Bureau of Indian Education 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. 5301 et seq.) or the Act of April 16, 1934 (25 
     U.S.C. 5342 et seq.);
       ``(G) a tribally controlled college or university; or
       ``(H) an educational service agency.'';
       (11) in paragraph (21) (as redesignated by paragraph (2)), 
     by inserting ``an Indian Tribe, Tribal organization, or 
     Tribal educational agency'' after ``service agency,'';
       (12) by inserting after paragraph (21) (as redesignated by 
     paragraph (2)) the following:
       ``(22) 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; 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 or community in 
     which a language other than English is the dominant language.
       ``(23) 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.'';
       (13) by inserting after paragraph (24) (as redesignated by 
     paragraph (2)) the following:
       ``(25) High school.--The term `high school' has the meaning 
     given the term in section 8101 of the Elementary and 
     Secondary Education Act of 1965.
       ``(26) 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).
       ``(27) Indian; indian tribe.--The terms `Indian' and 
     `Indian Tribe' have the meanings given the terms `Indian' and 
     `Indian tribe', respectively, in section 4 of the Indian 
     Self-Determination and Education Assistance Act (25 U.S.C. 
     5304).'';
       (14) by inserting after paragraph (28) (as redesignated by 
     paragraph (2)) the following:
       ``(29) Industry or sector partnership.--The term `industry 
     or sector partnership' has the meaning given the term in 
     section 3 of the Workforce Innovation and Opportunity Act (29 
     U.S.C. 3102).'';
       (15) by inserting after paragraph (31) (as redesignated by 
     paragraph (2)) the following:
       ``(32) 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 (29 U.S.C. 3122).'';
       (16) in paragraph (33) (as redesignated by paragraph (2)), 
     by striking ``including'' and inserting ``such as'';
       (17) by inserting after paragraph (34) (as redesignated by 
     paragraph (2)) the following:
       ``(35) 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).
       ``(36) Out-of-workforce individual.--The term `out-of-
     workforce individual' means--
       ``(A) an individual who is a displaced homemaker, as 
     defined in section 3 of the Workforce Innovation and 
     Opportunity Act (29 U.S.C. 3102); or
       ``(B) an individual who--
       ``(i)(I) has worked primarily without remuneration to care 
     for a home and family, and for that reason has diminished 
     marketable skills; or
       ``(II) is a parent whose youngest dependent child will 
     become ineligible to receive assistance under part A of title 
     IV of the Social Security Act (42 U.S.C. 601 et seq.) not 
     later than 2 years

[[Page H7177]]

     after the date on which the parent applies for assistance 
     under such title; and
       ``(ii) is unemployed or underemployed and is experiencing 
     difficulty in obtaining or upgrading employment.
       ``(37) Paraprofessional.--The term `paraprofessional' has 
     the meaning given the term in section 8101 of the Elementary 
     and Secondary Education Act of 1965.
       ``(38) Pay for success initiative.--
       ``(A) In general.--Subject to subparagraph (B), the term 
     `pay for success initiative' means a performance-based grant, 
     contract, or cooperative agreement awarded by a State or 
     local public entity (such as a local educational agency) to a 
     public or private nonprofit entity--
       ``(i) in which a commitment is made to pay for improved 
     outcomes that result in increased public value and social 
     benefit to students and the public sector, such as improved 
     student outcomes as evidenced by the indicators of 
     performance described in section 113(b)(2) and direct cost 
     savings or cost avoidance to the public sector; and
       ``(ii) that includes--

       ``(I) a feasibility study on the initiative describing how 
     the proposed intervention is based on evidence of 
     effectiveness;
       ``(II) a rigorous, third-party evaluation that uses 
     experimental or quasi-experimental design or other research 
     methodologies that allow for the strongest possible causal 
     inferences to determine whether the initiative has met its 
     proposed outcomes;
       ``(III) an annual, publicly available report on the 
     progress of the initiative; and
       ``(IV) a requirement that payments are made to the 
     recipient of a grant, contract, or cooperative agreement only 
     when agreed upon outcomes are achieved, except that the 
     entity may make payments to the third party conducting the 
     evaluation described in subclause (II).

       ``(B) Exclusion.--The term `pay for success initiative' 
     does not include any initiative that--
       ``(i) reduces the special education or related services 
     that a student would otherwise receive under the Individuals 
     with Disabilities Education Act; or
       ``(ii) otherwise reduces the rights of a student or the 
     obligations of an entity under the Individuals with 
     Disabilities Education Act, the Rehabilitation Act of 1973 
     (29 U.S.C. 701 et seq.), the Americans with Disabilities Act 
     of 1990 (42 U.S.C. 12101 et seq.), or any other law.''.
       (18) in paragraph (39)(C) (as redesignated by paragraph 
     (2)), by striking ``apprenticeship'' and inserting ``other 
     skilled training'';
       (19) by inserting after paragraph (39) (as redesignated by 
     paragraph (2)) the following:
       ``(40) Professional development.--The term `professional 
     development' means activities that--
       ``(A) are an integral part of eligible agency, eligible 
     recipient, institution, or school strategies for providing 
     educators (including teachers, principals, other school 
     leaders, administrators, specialized instructional support 
     personnel, career guidance and academic counselors, and 
     paraprofessionals) with the knowledge and skills necessary to 
     enable students to succeed in career and technical education, 
     to meet challenging State academic standards under section 
     1111(b)(1) of the Elementary and Secondary Education Act, or 
     to achieve academic skills at the postsecondary level; and
       ``(B) are sustained (not stand-alone, 1-day, or short-term 
     workshops), intensive, collaborative, job-embedded, data-
     driven, and classroom-focused, to the extent practicable 
     evidence-based, and may include activities that--
       ``(i) improve and increase educators'--

       ``(I) knowledge of the academic and technical subjects;
       ``(II) understanding of how students learn; and
       ``(III) ability to analyze student work and achievement 
     from multiple sources, including how to adjust instructional 
     strategies, assessments, and materials based on such 
     analysis;

       ``(ii) are an integral part of eligible recipients' 
     improvement plans;
       ``(iii) allow personalized plans for each educator to 
     address the educator's specific needs identified in 
     observation or other feedback;
       ``(iv) support the recruitment, hiring, and training of 
     effective educators, including educators who became certified 
     through State and local alternative routes to certification;
       ``(v) advance educator understanding of--

       ``(I) effective instructional strategies that are evidence-
     based; and
       ``(II) strategies for improving student academic and 
     technical achievement or substantially increasing the 
     knowledge and teaching skills of educators;

       ``(vi) are developed with extensive participation of 
     educators, parents, students, and representatives of Indian 
     Tribes (as applicable), of schools and institutions served 
     under this Act;
       ``(vii) are designed to give educators of students who are 
     English learners in career and technical education programs 
     or programs of study the knowledge and skills to provide 
     instruction and appropriate language and academic support 
     services to those students, including the appropriate use of 
     curricula and assessments;
       ``(viii) as a whole, are regularly evaluated for their 
     impact on increased educator effectiveness and improved 
     student academic and technical achievement, with the findings 
     of the evaluations used to improve the quality of 
     professional development;
       ``(ix) are designed to give educators of individuals with 
     disabilities in career and technical education programs or 
     programs of study the knowledge and skills to provide 
     instruction and academic support services to those 
     individuals, including positive behavioral interventions and 
     supports, multi-tier system of supports, and use of 
     accommodations;
       ``(x) include instruction in the use of data and 
     assessments to inform and instruct classroom practice;
       ``(xi) include instruction in ways that educators may work 
     more effectively with parents and families;
       ``(xii) provide follow-up training to educators who have 
     participated in activities described in this paragraph that 
     are designed to ensure that the knowledge and skills learned 
     by the educators are implemented in the classroom;
       ``(xiii) promote the integration of academic knowledge and 
     skills and relevant technical knowledge and skills, including 
     programming jointly delivered to academic and career and 
     technical education teachers; or
       ``(xiv) increase the ability of educators providing career 
     and technical education instruction to stay current with 
     industry standards.
       ``(41) Program of study.--The term `program of study' means 
     a coordinated, nonduplicative sequence of academic and 
     technical content at the secondary and postsecondary level 
     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;
       ``(B) addresses both academic and technical knowledge and 
     skills, including employability skills;
       ``(C) is aligned with the needs of industries in the 
     economy of the State, region, Tribal community, or local 
     area;
       ``(D) progresses in specificity (beginning with all aspects 
     of an industry or career cluster and leading to more 
     occupation-specific instruction);
       ``(E) has multiple entry and exit points that incorporate 
     credentialing; and
       ``(F) culminates in the attainment of a recognized 
     postsecondary credential.
       ``(42) Qualified intermediary.--The term `qualified 
     intermediary' means a nonprofit entity, which may be part of 
     an industry or sector partnership, that demonstrates 
     expertise in building, connecting, sustaining, and measuring 
     partnerships with entities such as employers, schools, 
     community-based organizations, postsecondary institutions, 
     social service organizations, economic development 
     organizations, Indian tribes or Tribal 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.
       ``(43) 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).'';
       (20) by inserting after paragraph (45) (as redesignated by 
     paragraph (2)) the following:
       ``(46) 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.
       ``(47) 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.'';
       (21) in paragraph (48) (as redesignated by paragraph (2))--
       (A) in subparagraph (B), by striking ``foster children'' 
     and inserting ``low-income youth and adults'';
       (B) by striking subparagraph (E) and inserting the 
     following:
       ``(E) out-of-workforce individuals;'';
       (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);
       ``(H) youth who are in, or have aged out of, the foster 
     care system; and
       ``(I) 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).'';
       (22) in paragraph (50) (as redesignated by paragraph (2)), 
     by inserting ``(including paraprofessionals and specialized 
     instructional support personnel)'' after ``supportive 
     personnel'';
       (23) in paragraph (52) (as redesignated by paragraph (2))--
       (A) in subparagraph (A), by striking ``Indian tribe or 
     Indian tribes'' and inserting ``Indian Tribe or Indian 
     Tribes''; and
       (B) in subparagraph (D)--
       (i) by striking ``tribal'' and inserting ``Tribal''; and
       (ii) by inserting ``or tribal lands'' after 
     ``reservations''; and
       (24) by adding at the end the following:
       ``(53) Tribal organization.--The term `Tribal organization' 
     has the meaning given the term `tribal organization' in 
     section 4 of the Indian Self-Determination and Education 
     Assistance Act (25 U.S.C. 5304).
       ``(54) 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.
       ``(55) 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, firsthand engagement with 
     the tasks required in

[[Page H7178]]

     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); or
       ``(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.'';
       (2) by amending subsection (d) to read as follows:
       ``(d) Rule of Construction.--Nothing in this section 
     affects the applicability of subchapter II of chapter 5, and 
     chapter 7, of title 5, United States Code, (commonly known as 
     the ``Administrative Procedure Act'') or chapter 8 of title 
     5, United States Code, commonly known as the ``Congressional 
     Review Act'').''; and
       (3) by adding at the end the following:
       ``(f) Congressional Notice and Comment.--
       ``(1) Notice to congress.--Not less than 15 business days 
     prior to issuing a notice of proposed rulemaking related to 
     this Act in the Federal Register, the Secretary shall provide 
     to the Committee on Health, Education, Labor, and Pensions of 
     the Senate, the Committee on Education and the Workforce of 
     the House of Representatives, and other relevant 
     congressional committees, notice of the Secretary's intent to 
     issue a notice of proposed rulemaking that shall include--
       ``(A) a copy of the proposed regulation;
       ``(B) the need to issue the regulation;
       ``(C) a description of how the regulation is consistent 
     with the scope of this Act;
       ``(D) the anticipated burden (including the time, cost, and 
     paperwork burden) the regulation will impose on an eligible 
     agency, institution, or recipient that may be impacted by the 
     regulation, including the potential impact on rural areas;
       ``(E) the anticipated benefits to an eligible agency, 
     institution, or recipient that may be impacted by the 
     regulation, including in rural areas; and
       ``(F) any regulations that will be repealed when the new 
     regulation is issued.
       ``(2) Comment period for congress.--The Secretary shall--
       ``(A) before issuing any notice of proposed rulemaking 
     under this subsection, provide Congress with a comment period 
     of 15 business days to make comments on the proposed 
     regulation, beginning on the date that the Secretary provides 
     the notice of intent to the appropriate committees of 
     Congress under paragraph (1); and
       ``(B) include and seek to address all comments submitted by 
     members of Congress in the public rulemaking record for the 
     regulation published in the Federal Register.
       ``(3) Comment and review period; emergency situations.--The 
     comment and review period for any proposed regulation shall 
     be not less than 60 days unless an emergency requires a 
     shorter period, in which case the Secretary shall--
       ``(A) designate the proposed regulation as an emergency 
     with an explanation of the emergency in the notice to 
     Congress under paragraph (1);
       ``(B) publish the length of the comment and review period 
     in such notice and in the Federal Register; and
       ``(C) conduct immediately thereafter regional meetings to 
     review such proposed regulation before issuing any final 
     regulation.''.

     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 authorized to be appropriated to carry out this 
     Act (other than sections 114 and 117)--
       ``(1) $1,229,568,538 for fiscal year 2019;
       ``(2) $1,246,782,498 for fiscal year 2020;
       ``(3) $1,264,237,452 for fiscal year 2021;
       ``(4) $1,281,936,777 for fiscal year 2022;
       ``(5) $1,299,883,892 for fiscal year 2023; and
       ``(6) $1,318,082,266 for fiscal year 2024.''.

    TITLE I--CAREER AND TECHNICAL EDUCATION ASSISTANCE TO THE STATES

                    PART A--ALLOTMENT AND ALLOCATION

     SEC. 110. RESERVATIONS AND STATE ALLOTMENT.

       Section 111 (20 U.S.C. 2321) is amended to read as follows:

     ``SEC. 111. RESERVATIONS AND STATE ALLOTMENT.

       ``(a) Reservations and State Allotment.--
       ``(1) Reservations.--From the amount appropriated under 
     section 9 for each fiscal year, the Secretary shall reserve--
       ``(A) 0.13 percent to carry out section 115; and
       ``(B) 1.50 percent to carry out section 116, of which--
       ``(i) 1.25 percent of the sum shall be available to carry 
     out section 116(b); and
       ``(ii) 0.25 percent of the sum shall be available to carry 
     out section 116(h).
       ``(2) Foundational grant.--
       ``(A) In general.--From the remainder of the amount 
     appropriated under section 9 and not reserved under paragraph 
     (1) for a fiscal year, the Secretary shall allot to a State 
     for the fiscal year an amount equal to the amount the State 
     received in fiscal year 2018.
       ``(B) Ratable reduction.--If for any fiscal year the amount 
     appropriated for allotments under this section is 
     insufficient to satisfy the provisions of subparagraph (A), 
     the payments to all States under such subparagraph shall be 
     ratably reduced.
       ``(3) Additional funds.--Subject to paragraph (4), from the 
     additional funds remaining from the amount appropriated under 
     section 9 and not expended under paragraphs (1) and (2) for a 
     fiscal year, the Secretary shall allot to a State for the 
     fiscal year--
       ``(A) an amount that bears the same ratio to 50 percent of 
     the sum being allotted as the product of the population aged 
     15 to 19, inclusive, in the State in the fiscal year 
     preceding the fiscal year for which the determination is made 
     and the State's allotment ratio bears to the sum of the 
     corresponding products for all the States;
       ``(B) an amount that bears the same ratio to 20 percent of 
     the sum being allotted as the product of the population aged 
     20 to 24, inclusive, in the State in the fiscal year 
     preceding the fiscal year for which the determination is made 
     and the State's allotment ratio bears to the sum of the 
     corresponding products for all the States;
       ``(C) an amount that bears the same ratio to 15 percent of 
     the sum being allotted as the product of the population aged 
     25 to 65, inclusive, in the State in the fiscal year 
     preceding the fiscal year for which the determination is made 
     and the State's allotment ratio bears to the sum of the 
     corresponding products for all the States; and
       ``(D) an amount that bears the same ratio to 15 percent of 
     the sum being allotted as the amounts allotted to the State 
     under subparagraphs (A), (B), and (C) for such years bears to 
     the sum of the amounts allotted to all the States under 
     subparagraphs (A), (B), and (C) for such year.
       ``(4) Minimum allotment for years with additional funds.--
       ``(A) In general.--Subject to subparagraph (B), for a 
     fiscal year for which there are additional funds described in 
     paragraph (3), no State shall receive for such fiscal year 
     under paragraph (3) less than 1/2 of 1 percent of the 
     additional funds available for such fiscal year. Amounts 
     necessary for increasing such payments to States to comply 
     with the preceding sentence shall be obtained by ratably 
     reducing the amounts to be paid to other States.
       ``(B) Special rule.--In the case of a qualifying State, the 
     minimum allotment under subparagraph (A) for a fiscal year 
     for the qualifying State shall be the lesser of--
       ``(i) 1/2 of 1 percent of the additional funds available 
     for such fiscal year; and
       ``(ii) the product of--

       ``(I) 1/3 of the additional funds; multiplied by
       ``(II) the quotient of--

       ``(aa) the qualifying State's ratio described in 
     subparagraph (C) for the fiscal year for which the 
     determination is made; divided by
       ``(bb) the sum of all such ratios for all qualifying States 
     for the fiscal year for which the determination is made.
       ``(C) Ratio.--For purposes of subparagraph (B)(ii)(II)(aa), 
     the ratio for a qualifying State for a fiscal year shall be 
     1.00 less the quotient of--
       ``(i) the amount the qualifying State is allotted under 
     paragraph (3) for the fiscal year; divided by
       ``(ii) 1/2 of 1 percent of the amount appropriated under 
     paragraph (3) for the fiscal year for which the determination 
     is made.
       ``(D) Definitions.--In this paragraph, the term `qualifying 
     State' means a State (except the United States Virgin 
     Islands) that, for the fiscal year for which a determination 
     under this paragraph is made, would receive, under the 
     allotment formula under paragraph (3) (without the 
     application of this paragraph), an amount that would be less 
     than the amount the State would receive under subparagraph 
     (A) for such fiscal year.
       ``(b) Reallotment.--If the Secretary determines that any 
     amount of any State's allotment under subsection (a) for any 
     fiscal year will not be required for such fiscal year for 
     carrying out the activities for which such amount has been 
     allotted, the Secretary shall make such amount available for 
     reallotment. Any such reallotment among other States shall 
     occur on such dates during the same year as the Secretary 
     shall fix, and shall be made on the basis of criteria 
     established by regulation. No funds may be reallotted

[[Page H7179]]

     for any use other than the use for which the funds were 
     appropriated. Any amount reallotted to a State under this 
     subsection for any fiscal year shall remain available for 
     obligation during the succeeding fiscal year and shall be 
     deemed to be part of the State's allotment for the year in 
     which the amount is obligated.
       ``(c) Allotment Ratio.--
       ``(1) In general.--The allotment ratio for any State shall 
     be 1.00 less the product of--
       ``(A) 0.50; and
       ``(B) the quotient obtained by dividing the per capita 
     income for the State by the per capita income for all the 
     States (exclusive of the Commonwealth of Puerto Rico and the 
     United States Virgin Islands), except that--
       ``(i) the allotment ratio in no case shall be more than 
     0.60 or less than 0.40; and
       ``(ii) the allotment ratio for the Commonwealth of Puerto 
     Rico and the United States Virgin Islands shall be 0.60.
       ``(2) Promulgation.--The allotment ratios shall be 
     promulgated by the Secretary for each fiscal year between 
     October 1 and December 31 of the fiscal year preceding the 
     fiscal year for which the determination is made. Allotment 
     ratios shall be computed on the basis of the average of the 
     appropriate per capita incomes for the 3 most recent 
     consecutive fiscal years for which satisfactory data are 
     available.
       ``(3) Definition of per capita income.--For the purpose of 
     this section, the term `per capita income' means, with 
     respect to a fiscal year, the total personal income in the 
     calendar year ending in such year, divided by the population 
     of the area concerned in such year.
       ``(4) Population determination.--For the purposes of this 
     section, population shall be determined by the Secretary on 
     the basis of the latest estimates available to the Department 
     of Education.
       ``(d) Definition of State.--For the purpose of this 
     section, the term `State' means each of the several States of 
     the United States, the District of Columbia, the Commonwealth 
     of Puerto Rico, and the United States Virgin Islands.''.

     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'';
       (II) by striking ``State correctional institutions and 
     institutions'' and inserting ``State correctional 
     institutions, juvenile justice facilities, and educational 
     institutions''; and
       (III) by striking ``and'' after the semicolon; and

       (ii) by inserting after subparagraph (B) the following:
       ``(C) an amount shall be made available for the recruitment 
     of special populations to enroll in career and technical 
     education programs, which shall be not less than the lesser 
     of--
       ``(i) an amount equal to 0.1 percent; or
       ``(ii) $50,000; 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;
       ``(C) areas with high numbers of CTE concentrators or CTE 
     participants; and
       ``(D) areas with disparities or gaps in performance as 
     described in section 113(b)(3)(C)(ii)(II); 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 programs, 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 high-skill, high-wage, or in-demand occupations or 
     industries.''.

     SEC. 112. ACCOUNTABILITY.

       Section 113 (20 U.S.C. 2323) is amended--
       (1) in subsection (b)--
       (A) in the subsection heading, by inserting ``Determined'' 
     after ``State'';
       (B) in paragraph (1)--
       (i) in the matter preceding subparagraph (A), by inserting 
     ``State determined'' before ``performance'';
       (ii) by striking subparagraph (B) and redesignating 
     subparagraph (C) as subparagraph (B);
       (iii) in subparagraph (A), by inserting ``and'' after the 
     semicolon; and
       (iv) in subparagraph (B), as so redesignated--

       (I) by striking ``a State adjusted level of performance'' 
     and inserting ``a State determined level of performance''; 
     and
       (II) 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); and
       ``(II) at the State's discretion, the extended-year 
     adjusted cohort graduation rate defined in such section 8101.

       ``(ii) CTE concentrator proficiency in the challenging 
     State academic standards adopted by the State under section 
     1111(b)(1) of the Elementary and Secondary Education Act of 
     1965, as measured by the academic assessments described in 
     section 1111(b)(2) of such Act.
       ``(iii) The percentage of CTE concentrators who, in the 
     second quarter after exiting from secondary education, are in 
     postsecondary education or advanced training, military 
     service or a service program that receives assistance under 
     title I of the National and Community Service Act of 1990 (42 
     U.S.C. 12511 et seq.), are volunteers as described in section 
     5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are 
     employed.
       ``(iv) Indicators of career and technical education program 
     quality as follows:

       ``(I) That shall include at least 1 of the following:

       ``(aa) The percentage of CTE concentrators graduating from 
     high school having attained a recognized postsecondary 
     credential.
       ``(bb) The percentage of CTE concentrators graduating from 
     high school having attained postsecondary credits in the 
     relevant career and technical education program or program of 
     study earned through a dual or concurrent enrollment program 
     or another credit transfer agreement.
       ``(cc) The percentage of CTE concentrators graduating from 
     high school having participated in work-based learning.

       ``(II) That may include any other measure of student 
     success in career and technical education that is statewide, 
     valid, and reliable, and comparable across the State.

       ``(v) The percentage of CTE concentrators in career and 
     technical education programs and programs of study that lead 
     to non-traditional 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, remain enrolled in 
     postsecondary education, are in advanced training, military 
     service, or a service program that receives assistance under 
     title I of the National and Community Service Act of 1990 (42 
     U.S.C. 12511 et seq.), are volunteers as described in section 
     5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are 
     placed or retained in employment.
       ``(ii) The percentage of CTE concentrators who receive a 
     recognized postsecondary credential during participation in 
     or within 1 year of program completion.
       ``(iii) The percentage of CTE concentrators in career and 
     technical education programs and programs of study that lead 
     to non-traditional 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) in the paragraph heading, by inserting ``determined'' 
     after ``State'';
       (ii) by amending subparagraph (A) to read as follows:
       ``(A) State determined levels of performance for core 
     indicators of performance.--
       ``(i) In general.--

       ``(I) Levels determined by the eligible agency.--Each 
     eligible agency, with input from eligible recipients, shall 
     establish in the State plan submitted under section 122, for 
     each year covered by the State plan, State determined levels 
     of performance for each of the core indicators described 
     under subparagraphs (A) and (B) of paragraph (2) for career 
     and technical education activities authorized under this 
     title. The level of performance for a core indicator shall be 
     the same for all CTE concentrators in the State.
       ``(II) Technical assistance.--The Secretary may assist an 
     eligible agency in establishing the State determined levels 
     of performance under this subparagraph only at the request of 
     that eligible agency.
       ``(III) Requirements.--Such State determined levels of 
     performance shall, at a minimum--

       ``(aa) be expressed in a percentage or numerical form, so 
     as to be objective, quantifiable, and measurable;
       ``(bb) require the State to continually make meaningful 
     progress toward improving the performance of all career and 
     technical education students, including the subgroups of 
     students described in section 1111(h)(1)(C)(ii) of the 
     Elementary and Secondary Education Act of 1965, and special 
     populations, as described in section 3(48); and
       ``(cc) have been subject to the public comment process 
     described in subparagraph (B), and the eligible agency has 
     provided a written response;
       ``(dd) when being adjusted pursuant to clause (ii), take 
     into account how the levels of performance involved compare 
     with the State levels of performance established for other 
     States, considering factors including the characteristics of 
     actual (as opposed to anticipated) CTE concentrators when the 
     CTE concentrators entered the program, and the services or 
     instruction to be provided;
       ``(ee) when being adjusted pursuant to clause (ii), be 
     higher than the average actual performance of the 2 most 
     recently completed program years, except in the case of 
     unanticipated circumstances that require revisions in 
     accordance with clause (iii); and
       ``(ff) take into account the extent to which the State 
     determined levels of performance advance

[[Page H7180]]

     the eligible agency's goals, as set forth in the State plan.
       ``(ii) Allowable adjustment of state determined levels of 
     performance for subsequent years.--Prior to the third program 
     year covered by the State plan, each eligible agency may 
     revise the State determined levels of performance for any of 
     the core indicators of performance for the subsequent program 
     years covered by the State plan, and submit the revised State 
     determined levels of performance to the Secretary. If the 
     eligible agency adjusts any levels of performance, the 
     eligible agency shall adjust those levels in accordance with 
     clause (i), and address written comments of stakeholders as 
     described in subparagraph (B). The Secretary shall approve 
     those revised levels of performance if those levels meet the 
     requirements described in subclause (III) of clause (i). The 
     State determined adjusted levels of performance identified 
     under this clause shall be considered to be the State 
     determined levels of performance for the State for such years 
     and shall be incorporated into the State plan.
       ``(iii) Unanticipated circumstances.--If unanticipated 
     circumstances arise in a State or changes occur related to 
     improvements in data or measurement approaches, the eligible 
     agency, at the end of the program year, may revise the State 
     determined levels of performance required under this 
     subparagraph. After public comment, as described in 
     subparagraph (B), the eligible agency shall submit such 
     revised levels of performance to the Secretary with evidence 
     supporting the revision. The Secretary shall approve any such 
     revision if that revision meets the requirements of clause 
     (ii).'';
       (iii) by striking subparagraph (B) and inserting the 
     following:
       ``(B) Public comment.--
       ``(i) In general.--Each eligible agency shall develop the 
     levels of performance under subparagraph (A) in consultation 
     with the stakeholders identified in section 122(c)(1)(A).
       ``(ii) Written comments.--Not less than 60 days prior to 
     submission of the State plan, the eligible agency shall 
     provide such stakeholders with the opportunity to provide 
     written comments to the eligible agency, which shall be 
     included in the State plan, regarding how the levels of 
     performance described under subparagraph (A)--

       ``(I) meet the requirements of the law;
       ``(II) support the improvement of performance of all CTE 
     concentrators, including subgroups of students, as described 
     in section 1111(h)(1)(C)(ii) of the Elementary and Secondary 
     Education Act of 1965, and special populations, as described 
     in section 3(48); and
       ``(III) support the needs of the local education and 
     business community.

       ``(iii) Eligible agency response.--Each eligible agency 
     shall provide, in the State plan, a written response to the 
     comments provided by stakeholders under clause (ii).''; and
       (iv) by adding at the end the following:
       ``(C)  State report.--
       ``(i) In general.--Each eligible agency that receives an 
     allotment under section 111 shall annually prepare and submit 
     to the Secretary a report regarding--

       ``(I) the progress of the State in achieving the State 
     determined levels of performance on the core indicators of 
     performance; and
       ``(II) the actual levels of performance for all CTE 
     concentrators, and for each of the subgroups of students, as 
     described in section 1111(h)(1)(C)(ii) of the Elementary and 
     Secondary Education Act of 1965, and special populations, as 
     described in section 3(48).

       ``(ii) Data.--Except as provided in subparagraph (E), each 
     eligible agency that receives an allotment under section 111 
     shall--

       ``(I) disaggregate data for each of the indicators of 
     performance under paragraph (2)--

       ``(aa) for subgroups of students, as described in section 
     1111(h)(1)(C)(ii) of the Elementary and Secondary Education 
     Act of 1965, and special populations, as described in section 
     3(48), that are served under this Act; and
       ``(bb) by the career and technical education programs or 
     programs of study of the CTE concentrators, except that in a 
     case in which reporting by such program or program of study 
     is impractical, the data may be disaggregated by the career 
     clusters of the CTE concentrators, if appropriate;

       ``(II) identify and quantify any disparities or gaps in 
     performance on the State determined levels of performance 
     under subparagraph (A) between any such subgroup or special 
     population and the performance of all CTE concentrators 
     served by the eligible agency under this Act, which shall 
     include a quantifiable description of the progress each such 
     subgroup or special population of students served by the 
     eligible agency under this Act has made in meeting the State 
     determined levels of performance; and
       ``(III) for CTE concentrators described in paragraph 
     (2)(A)(iii) and paragraph (2)(B)(i), disaggregate data, to 
     the extent such data is available, by each of the following:

       ``(aa) Individuals enrolled in postsecondary education 
     (disaggregated by postsecondary award level, including 
     certificate, associate, or baccalaureate degree).
       ``(bb) Individuals in advanced training.
       ``(cc) Individuals in military service or a service program 
     that receives assistance under title I of the National and 
     Community Service Act of 1990 (42 U.S.C. 12511 et seq.) or 
     volunteers as described in section 5(a) of the Peace Corps 
     Act (22 U.S.C. 2504(a)).
       ``(dd) Individuals in employment (including those 
     individuals who are employed in a high-skill, high-wage, or 
     in-demand sector or occupation).
       ``(iii) Nonduplication.--The Secretary shall ensure that 
     each eligible agency does not report duplicative information 
     under this section.
       ``(iv) Information dissemination.--The Secretary shall--

       ``(I) make the information contained in such reports 
     available to the general public through a variety of formats, 
     including electronically through the Internet;
       ``(II) disseminate State-by-State comparisons of the 
     information contained in such reports; and
       ``(III) provide the appropriate committees of Congress with 
     copies of such reports.

       ``(D) State dissemination of actual levels of 
     performance.--At the end of each program year, the eligible 
     agency shall disseminate the actual levels of performance 
     described in subparagraph (C)(i)(II)--
       ``(i) widely, including to students, parents, and 
     educators;
       ``(ii) through a variety of formats, including 
     electronically through the Internet; and
       ``(iii) in user-friendly formats and languages that are 
     easily accessible, as determined by the eligible agency.
       ``(E) Rules for reporting data.--The disaggregation of data 
     under this paragraph shall not be required when the number of 
     students in a category is insufficient to yield statistically 
     reliable information or when the results would reveal 
     personally identifiable information about an individual 
     student.''; and
       (E) in paragraph (4)--
       (i) in subparagraph (A)--

       (I) in the subparagraph heading, by striking ``adjusted'';
       (II) by striking clauses (iii) and (v), and redesignating 
     clauses (iv) and (vi) as clauses (iii) and (v), respectively;
       (III) in clause (i)--

       (aa) in the matter preceding subclause (I)--
       (AA) by striking ``State adjusted levels of performance'' 
     and inserting ``State determined levels of performance for 
     each year of the plan''; and
       (BB) by striking ``local adjusted levels'' and inserting 
     ``local levels'' each place the term appears;
       (bb) in subclause (I)--
       (AA) 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 
     determined levels, so as''; and
       (BB) by striking ``and'' after the semicolon; and
       (cc) in subclause (II), by striking ``continually make 
     progress toward improving the performance of career and 
     technical education students.'' and inserting ``continually 
     make meaningful progress toward improving the performance of 
     all CTE concentrators, including subgroups of students 
     described in section 1111(h)(1)(C)(ii) of the Elementary and 
     Secondary Education Act of 1965 and special populations, as 
     described in section 3(48);''; and
       (dd) by adding at the end the following:

       ``(III) when being adjusted as described in clause (iii), 
     be higher than the average actual performance levels of the 
     previous 2 program years, except in a case in which 
     unanticipated circumstances arise with respect to the 
     eligible recipient and that eligible recipient meets the 
     requirements for revisions under clause (iv);
       ``(IV) when being adjusted as described in clause (iii), 
     take into account how the local levels of performance compare 
     with the local levels of performance established for other 
     eligible recipients, considering factors including the 
     characteristics of actual (as opposed to anticipated) CTE 
     concentrators at the time those CTE concentrators entered the 
     program, and the services or instruction to be provided; and
       ``(V) set the local levels of performance using valid and 
     reliable data that measures--

       ``(aa) the differences within the State in actual economic 
     conditions (including differences in unemployment rates and 
     job losses or gains in particular industries); and
       ``(bb) the abilities of the State and the eligible 
     recipient to collect and access valid, reliable, and cost-
     effective data.'';

       (IV) in clause (ii)--

       (aa) in the clause heading, by striking ``plan'' and 
     inserting ``application'';
       (bb) by striking ``plan'' and inserting ``application''; 
     and
       (cc) by striking ``the first 2'' and inserting ``each of 
     the'';

       (V) by amending clause (iii), as redesignated by subclause 
     (II), to read as follows:

       ``(iii) Allowable adjustments of local levels of 
     performance for subsequent years.--Prior to the third program 
     year covered by the local application, the eligible recipient 
     may, if the eligible recipient reaches an agreement with the 
     eligible agency, adjust the local levels of performance for 
     any of the core indicators of performance for the subsequent 
     program years covered by the local application, in accordance 
     with that agreement and with this subparagraph. The local 
     adjusted levels of performance agreed to under this clause 
     shall be considered to be the local levels of performance for 
     the eligible recipient for such years and shall be 
     incorporated into the local application.''; and

       (VI) in clause (v), as redesignated by subclause (II), by 
     striking ``If unanticipated circumstances arise with respect 
     to an eligible recipient resulting in a significant change in 
     the factors described in clause (v), the eligible recipient 
     may request that the local adjusted levels of performance 
     agreed to under clause (iii) or (iv) be revised.'' and 
     inserting ``If unanticipated circumstances arise, or changes 
     occur related to improvements in data or measurement 
     approaches, the eligible recipient may request that the local 
     levels of performance agreed to under clauses (i) and (iii) 
     be revised.'';

       (ii) by striking subparagraph (B) and redesignating 
     subparagraph (C) as subparagraph (B); and
       (iii) in subparagraph (B), as redesignated by clause (ii)--

       (I) in clause (i), by striking ``the data described in 
     clause (ii)(I), regarding the progress

[[Page H7181]]

     of such recipient in achieving the local adjusted levels of 
     performance'' and inserting ``the data on the actual 
     performance levels described in clause (ii), including the 
     progress of such recipient in achieving the local levels of 
     performance'';
       (II) in clause (ii)--

       (aa) in subclause (I)--
       (AA) by striking ``section 1111(h)(1)(C)(i)'' and inserting 
     ``section 1111(h)(1)(C)(ii)'';
       (BB) by striking ``section 3(29)'' and inserting ``section 
     3(48)''; and
       (CC) by striking ``and'' after the semicolon; and
       (bb) in subclause (II)--
       (AA) by inserting ``, as described in paragraph 
     3(C)(ii)(II),'' after ``gaps in performance'';
       (BB) by inserting ``as described in subclause (I) 
     (including special populations)'' after ``category of 
     students'';
       (CC) by striking ``all students'' and inserting ``all CTE 
     concentrators''; and
       (DD) by adding at the end the following:

       ``(III) disaggregate data by the career and technical 
     education programs or programs of study of the CTE 
     concentrators, except that in a case in which reporting by 
     such program or program of study is impractical, the data may 
     be disaggregated by the career clusters of the CTE 
     concentrators, if appropriate; and
       ``(IV) for CTE concentrators described in paragraph 
     (2)(A)(iii) and paragraph (2)(B)(i), disaggregate data, to 
     the extent such data is available, by each of the following:

       ``(aa) Individuals enrolled in postsecondary education 
     (disaggregated by postsecondary award level, including 
     certificate, associate, or baccalaureate degree).
       ``(bb) Individuals in advanced training.
       ``(cc) Individuals in military service or a service program 
     that receives assistance under title I of the National and 
     Community Service Act of 1990 (42 U.S.C. 12511 et seq.) or 
     volunteers as described in section 5(a) of the Peace Corps 
     Act (22 U.S.C. 2504(a)).
       ``(dd) Individuals in employment (including those 
     individuals who are employed in a high-skill, high-wage, or 
     in-demand sector or occupation).'';

       (III) in clause (iii), by striking ``subsection (c)(3)'' 
     and inserting ``paragraph (3)(C)(iii)'';
       (IV) in clause (iv), by striking ``clause (ii)'' and 
     inserting ``this paragraph''; and
       (V) by striking clause (v) and inserting the following:

       ``(v) Availability.--The report described in clause (i) 
     shall be made available by the eligible recipient through a 
     variety of formats, including electronically through the 
     Internet, to students, parents, educators, and the public, 
     and the information contained in such report shall be in a 
     format that is understandable and uniform, and to the extent 
     practicable, provided in a language that students, parents, 
     and educators can understand.''; and
       (2) by striking subsection (c).

     SEC. 113. NATIONAL ACTIVITIES.

       Section 114 (20 U.S.C. 2324) is amended--
       (1) in subsection (a)(1)--
       (A) by striking ``The Secretary shall'' the first place it 
     appears and inserting ``The Secretary shall, in consultation 
     with the Director,''; and
       (B) by inserting ``from eligible agencies under section 
     113(b)(3)(C)'' after ``pursuant to this title'';
       (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), by striking ``Secretary may'' and 
     inserting ``Secretary shall'';
       (B) in paragraph (2)--
       (i) in subparagraph (B), by inserting ``, acting through 
     the Director,'' after ``describe how the Secretary''; and
       (ii) in subparagraph (C), by inserting ``, in consultation 
     with the Director,'' after ``Secretary'';
       (4) in subsection (d)--
       (A) in paragraph (1)--
       (i) in subparagraph (A)--

       (I) by inserting ``, acting through the Director,'' 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'';

       (ii) in subparagraph (B)--

       (I) in clause (v), by striking ``; and'' and inserting a 
     semicolon;
       (II) in clause (vi)--

       (aa) by inserting ``qualified'' before ``intermediaries''; 
     and
       (bb) 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

       (III) by adding at the end the following:

       ``(vii) representatives of Indian Tribes and Tribal 
     organizations; and
       ``(viii) representatives of special populations.''; and
       (iii) in subparagraph (C)--

       (I) by inserting ``the Director,'' after ``the 
     Secretary,''; and
       (II) by striking ``assessment'' and inserting 
     ``evaluation'';

       (B) in paragraph (2)--
       (i) in the heading, by striking ``and assessment'';
       (ii) in subparagraph (A)--

       (I) by striking ``subsection (e), the Secretary'' and 
     inserting ``subsection (f), the Secretary, acting through the 
     Director,'';
       (II) by striking ``an independent evaluation and 
     assessment'' and inserting ``a series of research and 
     evaluation initiatives for each year for which funds are 
     appropriated to carry out this Act, which are aligned with 
     the plan in subsection (c)(2),'';
       (III) by striking ``Carl D. Perkins Career and Technical 
     Education Improvement Act of 2006'' and inserting 
     ``Strengthening Career and Technical Education for the 21st 
     Century Act''; and
       (IV) by adding at the end the following: ``Whenever 
     possible, data used for the evaluation for a fiscal year 
     shall be data from the most recent fiscal year for which such 
     data are available, and from the 5-year period preceding that 
     fiscal year.''; 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 section 
     1111(b)(1) of the Elementary and Secondary Education Act of 
     1965 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--

       ``(I) 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;
       ``(II) the number of such students that are high school 
     students that receive a recognized postsecondary credential; 
     and
       ``(III) the number of such students that are high school 
     students that earn credit toward a recognized postsecondary 
     credential;

       ``(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 skills are critical, which may include computer 
     science), 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 effectiveness of different delivery systems and 
     approaches for career and technical education, including 
     comprehensive high schools, technical high schools, area 
     technical centers, career academies, community and technical 
     colleges, early college high schools, pre-apprenticeship 
     programs, voluntary after-school programs, and individual 
     course offerings, including dual or concurrent enrollment 
     program courses, as well as communication strategies for 
     promoting career and technical education opportunities 
     involving teachers, school counselors, and parents or other 
     guardians;
       ``(vii) the extent to which career and technical education 
     programs supported by this Act are grounded on evidence-based 
     research;
       ``(viii) 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(c);
       ``(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;

       ``(ix) 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;
       ``(x) changes in student enrollment patterns; and
       ``(xi) efforts to reduce disparities or performance gaps 
     described in section 113(b)(3)(C)(ii)(II).''; and
       (iv) in subparagraph (C)--

       (I) in clause (i)--

       (aa) in the matter preceding subclause (I), by inserting 
     ``, in consultation with the Director,'' after ``The 
     Secretary''; and
       (bb) by striking subclauses (I) and (II) and inserting the 
     following:

       ``(I) not later than 2 years after the date of enactment of 
     the Strengthening Career and Technical Education for the 21st 
     Century Act, an interim report regarding the evaluation and 
     summary of research activities carried out under this section 
     that builds on studies and analyses existing as of such date 
     of enactment;
       ``(II) not later than 4 years after the date of enactment 
     of the Strengthening Career and Technical Education for the 
     21st Century Act, a final report summarizing the studies and 
     analyses that relate to the evaluation and summary of 
     research activities carried out under this section; and
       ``(III) a biennial update to such final report for 
     succeeding years.'';
       (II) in clause (ii), by inserting ``the Director,'' after 
     ``the President, the Secretary,'' each place the term 
     appears; and

[[Page H7182]]

       (III) 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 and programs of study 
     that are most likely to produce positive educational and 
     employment outcomes.'';
       (C) in subparagraph (3)(A), by striking ``State adjusted 
     levels of performance described in section 113(b)'' and 
     inserting ``State determined levels of performance described 
     in section 113(b), as long as such information does not 
     reveal any personally identifiable information''; and
       (D) by striking paragraphs (4) and (5) and inserting the 
     following:
       ``(4) Research.--
       ``(A) In general.--From amounts made available under 
     subsection (f), the Secretary, after consultation with the 
     Director, the Commissioner for Education Research, and the 
     States, and with input from the independent advisory panel 
     established under subsection (d)(1)(A), shall award a grant, 
     contract, or cooperative agreement, on a competitive basis, 
     to an institution of higher education or to a consortium of 
     one or more institutions of higher education and one or more 
     private nonprofit organizations or agencies, to carry out one 
     or more of the activities described in subparagraph (B).
       ``(B) Grant activities.--An institution or consortium 
     receiving a grant under this paragraph shall use grant funds 
     to carry out one or more of the following activities:
       ``(i) Evidence-based research and evaluation for the 
     purpose of developing, improving, and identifying the most 
     successful methods for--

       ``(I) eliminating inequities in access to, and in 
     opportunities for, learning, skill development, or effective 
     teaching in career and technical education programs; and
       ``(II) addressing the education, employment, and training 
     needs of CTE participants, including special populations, in 
     career and technical education programs or programs of study.

       ``(ii) Research on, and evaluation of, the impact of 
     changes made by the Strengthening Career and Technical 
     Education for the 21st Century Act, including State-by-State 
     comparisons, where appropriate, of--

       ``(I) the use of the needs assessment under section 134(c);
       ``(II) the implementation of programs of study;
       ``(III) how States have implemented provisions of the Act, 
     including both fiscal and programmatic elements;
       ``(IV) career and technical education funding and finance 
     models; and
       ``(V) coordination with other relevant laws, including the 
     Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et 
     seq.), the Elementary and Secondary Education Act of 1965, 
     and the Higher Education Act of 1965.

       ``(iii) Evidence-based research and analyses that provide 
     longitudinal information with respect to career and technical 
     education programs and programs of study and student 
     achievement.
       ``(iv) The implementation of, evaluation of, or evidence-
     based research of, innovative methods that support high-
     quality implementation of career and technical education 
     programs and programs of study and student achievement 
     related to career and technical education, including--

       ``(I) creating or expanding dual or concurrent enrollment 
     program activities and early college high schools;
       ``(II) awarding of academic credit or academic alignment 
     for industry recognized credentials, competency-based 
     education, or work-based learning;
       ``(III) making available open, searchable, and comparable 
     information on the quality of industry recognized 
     credentials, including the related skills or competencies, 
     attainment by CTE concentrators, related employment and 
     earnings outcomes, labor market value, and use by employers; 
     or
       ``(IV) initiatives to facilitate the transition of sub-
     baccalaureate career and technical education students into 
     baccalaureate degree programs, including barriers affecting 
     rural students and special populations.

       ``(C) Report.--The institution or consortium receiving a 
     grant under this paragraph shall annually prepare a report 
     containing information about the key research findings of 
     such entity under this paragraph and shall submit copies of 
     the report to the Secretary and the Director. The Secretary 
     shall submit copies of the report to the relevant committees 
     of Congress, the Library of Congress, and each eligible 
     agency.
       ``(D) Dissemination.--The institution or consortium 
     receiving a grant under this paragraph shall conduct 
     dissemination and training activities based on the research 
     carried out under this paragraph on a timely basis, including 
     through dissemination networks and, as appropriate and 
     relevant, technical assistance providers within the 
     Department.'';
       (5) by redesignating subsection (e) as subsection (f);
       (6) by inserting after subsection (d) the following:
       ``(e) Innovation and Modernization.--
       ``(1) Grant program.--To identify, support, and rigorously 
     evaluate evidence-based and innovative strategies and 
     activities to improve and modernize career and technical 
     education and align workforce skills with labor market needs 
     as part of the State plan under section 122 and local 
     application under section 134 and the requirements of this 
     subsection, the Secretary may use not more than 20 percent of 
     the amounts appropriated under subsection (f) to award grants 
     to eligible entities, eligible institutions, or eligible 
     recipients to carry out the activities described in paragraph 
     (7).
       ``(2) Non-federal match.--
       ``(A) Matching funds required.--Except as provided under 
     subparagraph (B), to receive a grant under this subsection, 
     an eligible entity, eligible institution, or eligible 
     recipient shall, through cash or in-kind contributions, 
     provide matching funds from non-Federal sources in an amount 
     equal to not less than 50 percent of the funds provided under 
     such grant.
       ``(B) Exception.--The Secretary may waive the matching fund 
     requirement under subparagraph (A) if the eligible entity, 
     eligible institution, or eligible recipient demonstrates 
     exceptional circumstances.
       ``(3) Application.--To receive a grant under this 
     subsection, an eligible entity, eligible institution, or 
     eligible recipient shall submit an application to the 
     Secretary at such time, in such manner, and containing such 
     information as the Secretary may require, including, at a 
     minimum--
       ``(A) an identification and designation of the agency, 
     institution, or school responsible for the administration and 
     supervision of the program assisted under this paragraph;
       ``(B) a description of the budget for the project, the 
     source and amount of the matching funds required under 
     paragraph (2)(A), and how the applicant will continue the 
     project after the grant period ends, if applicable;
       ``(C) a description of how the applicant will use the grant 
     funds, including how such funds will directly benefit 
     students, including special populations, served by the 
     applicant;
       ``(D) a description of how the program assisted under this 
     subsection will be coordinated with the activities carried 
     out under section 124 or 135;
       ``(E) a description of how the career and technical 
     education programs or programs of study to be implemented 
     with grant funds reflect the needs of regional, State, or 
     local employers, as demonstrated by the comprehensive needs 
     assessment under section 134(c);
       ``(F) a description of how the program assisted under this 
     subsection will be evaluated and how that evaluation may 
     inform the report described in subsection (d)(2)(C); and
       ``(G) an assurance that the applicant will--
       ``(i) provide information to the Secretary, as requested, 
     for evaluations that the Secretary may carry out; and
       ``(ii) make data available to third parties for validation, 
     in accordance with applicable data privacy laws, including 
     section 444 of the General Education Provisions Act (20 
     U.S.C. 1232g, commonly known as the `Family Educational 
     Rights and Privacy Act of 1974').
       ``(4) Priority.--In awarding grants under this subsection, 
     the Secretary shall give priority to applications from 
     eligible entities, eligible institutions, or eligible 
     recipients that will predominantly serve students from low-
     income families.
       ``(5) Geographic diversity.--
       ``(A) In general.--In awarding grants under this 
     subsection, the Secretary shall award no less than 25 percent 
     of the total available funds for any fiscal year to eligible 
     entities, eligible institutions, or eligible recipients 
     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--

       ``(I) an educational service agency or a nonprofit 
     organization; and
       ``(II) such a local educational agency or such an 
     institution of higher education; or

       ``(v) a partnership between--

       ``(I) a grant recipient described in clause (i) or (ii); 
     and
       ``(II) a State educational agency.

       ``(B) Exception.--Notwithstanding subparagraph (A), 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.
       ``(6) Duration.--
       ``(A) In general.--Grants awarded under this subsection 
     shall be for a period of not more than 3 years.
       ``(B) Extension.--The Secretary may extend such grants for 
     not more than 1 additional 2-year period if the grantee 
     demonstrates to the Secretary that the grantee is achieving 
     the grantee's program objectives and, as applicable, has 
     improved education outcomes for career and technical 
     education students, including special populations.
       ``(7) Uses of funds.--An eligible entity, eligible 
     institution, or eligible recipient that is awarded a grant 
     under this subsection shall use the grant funds to create, 
     develop, implement, replicate, or take to scale evidence-
     based, field-initiated innovations to modernize and improve 
     effectiveness and alignment of career and technical education 
     and to improve student outcomes in career and technical 
     education, and rigorously evaluate such innovations, through 
     one or more of the following activities:
       ``(A) Designing and implementing courses or programs of 
     study aligned to labor market needs in new or emerging fields 
     and working with industry to upgrade equipment, technology, 
     and related curriculum used in career and technical education 
     programs, which is needed for the development, expansion, and 
     implementation of State-approved career and technical 
     education programs of study, including--
       ``(i) the development or acquisition of instructional 
     materials associated with the equipment and technology 
     purchased by an eligible entity, eligible institution, or 
     eligible recipient through the grant; or

[[Page H7183]]

       ``(ii) efforts to expand, develop, or implement programs 
     designed to increase opportunities for students to take 
     rigorous courses in coding or computer science subject areas, 
     and support for statewide efforts to increase access and 
     implementation of coding or computer science courses in order 
     to meet local labor market needs in occupations that require 
     skills in those subject areas.
       ``(B) Improving career and technical education outcomes of 
     students served by eligible entities, eligible institutions, 
     or eligible recipients through activities such as--
       ``(i) supporting the development and enhancement of 
     innovative delivery models for career and technical education 
     related work-based learning, including school-based simulated 
     work sites, mentoring, work site visits, job shadowing, 
     project-based learning, and skills-based and paid 
     internships;
       ``(ii) increasing the effective use of technology within 
     career and technical education programs and programs of 
     study;
       ``(iii) supporting new models for integrating academic 
     content at the secondary and postsecondary level in career 
     and technical education; or
       ``(iv) integrating science, technology, engineering, and 
     mathematics fields, including computer science education, 
     with career and technical education.
       ``(C) Improving the transition of students--
       ``(i) from secondary education to postsecondary education 
     or employment through programs, activities, or services that 
     may include the creation, development, or expansion of dual 
     or concurrent enrollment programs, articulation agreements, 
     credit transfer agreements, and competency-based education; 
     or
       ``(ii) from the completion of one postsecondary program to 
     another postsecondary program that awards a recognized 
     postsecondary credential.
       ``(D) Supporting the development and enhancement of 
     innovative delivery models for career and technical 
     education.
       ``(E) Working with industry to design and implement courses 
     or programs of study aligned to labor market needs in new or 
     emerging fields.
       ``(F) Supporting 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.
       ``(G) Creating or expanding recruitment, retention, or 
     professional development activities for career and technical 
     education teachers, faculty, school leaders, administrators, 
     specialized instructional support personnel, career guidance 
     and academic counselors, and paraprofessionals, which may 
     include--
       ``(i) providing resources and training to improve 
     instruction for, and provide appropriate accommodations to, 
     special populations;
       ``(ii) externships or site visits with business and 
     industry;
       ``(iii) the integration of coherent and rigorous academic 
     content standards and career and technical education 
     curricula, including through opportunities for appropriate 
     academic and career and technical education teachers to 
     jointly develop and implement curricula and pedagogical 
     strategies;
       ``(iv) mentoring by experienced teachers;
       ``(v) providing resources or assistance with meeting State 
     teacher licensure and credential requirements; or
       ``(vi) training for career guidance and academic counselors 
     at the secondary level to improve awareness of postsecondary 
     education and postsecondary career options, and improve the 
     ability of such counselors to communicate to students the 
     career opportunities and employment trends.
       ``(H) Improving CTE concentrator employment outcomes in 
     non-traditional fields.
       ``(I) Supporting 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.
       ``(J) Providing integrated student support that addresses 
     the comprehensive needs of students, such as incorporating 
     accelerated and differentiated learning opportunities 
     supported by evidence-based strategies for special 
     populations.
       ``(K) Establishing an online portal for career and 
     technical education students, including special populations, 
     preparing for postsecondary career and technical education, 
     which may include opportunities for mentoring, gaining 
     financial literacy skills, and identifying career 
     opportunities and interests, and a platform to establish 
     online savings accounts to be used exclusively for 
     postsecondary career and technical education programs and 
     programs of study.
       ``(L) Developing and implementing a pay for success 
     initiative.
       ``(8) Evaluation.--Each eligible entity, eligible 
     institution, or eligible recipient receiving a grant under 
     this subsection shall provide for an independent evaluation 
     of the activities carried out using such grant and submit to 
     the Secretary an annual report that includes--
       ``(A) a description of how funds received under this 
     paragraph were used;
       ``(B) the performance of the eligible entity, eligible 
     institution, or eligible recipient 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;
       ``(ii) special populations; and
       ``(iii) as appropriate, each career and technical education 
     program and program of study; and
       ``(C) a quantitative analysis of the effectiveness of the 
     project carried out under this paragraph.''; and
       (7) by amending subsection (f), as redesignated by 
     paragraph (5), to read as follows:
       ``(f) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section--
       ``(1) $7,651,051 for fiscal year 2019;
       ``(2) $7,758,166 for fiscal year 2020;
       ``(3) $7,866,780 for fiscal year 2021;
       ``(4) $7,976,915 for fiscal year 2022;
       ``(5) $8,088,592 for fiscal year 2023; and
       ``(6) $8,201,832 for fiscal year 2024.''.

     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. NATIVE AMERICAN PROGRAMS.

       Section 116 (20 U.S.C. 2326) is amended--
       (1) in subsection (a)--
       (A) in paragraph (1), in the paragraph heading, by striking 
     ``native'' and inserting ``Native'';
       (B) by striking paragraph (3);
       (C) by redesignating paragraphs (4) and (5) as paragraphs 
     (3) and (4), respectively;
       (D) in paragraph (3) (as redesignated by subparagraph (C)), 
     in the paragraph heading, by striking ``hawaiian'' and 
     inserting ``Hawaiian''; and
       (E) in paragraph (4) (as redesignated by subparagraph 
     (C))--
       (i) in the paragraph heading, by striking ``hawaiian'' and 
     inserting ``Hawaiian''; and
       (ii) by inserting ``(20 U.S.C. 7517)'' after ``Act'';
       (2) in subsection (b)--
       (A) in paragraph (1)--
       (i) by striking ``tribes'' and inserting ``Tribes''; and
       (ii) by striking ``tribal'' and inserting ``Tribal'';
       (B) in paragraph (2)--
       (i) by striking the paragraph heading and inserting 
     ``Indian tribes and tribal organizations.--'';
       (ii) by striking ``Indian tribe or tribal organization'' 
     and inserting ``Indian Tribe or Tribal organization'';
       (iii) by striking ``450f'' and inserting ``5321''; and
       (iv) by striking ``455-457'' and inserting ``5345-5347'';
       (C) in paragraph (3)--
       (i) in the paragraph heading, by striking ``bureau of 
     indian affairs'' and inserting ``Bureau of indian 
     education'';
       (ii) by striking ``tribe'' and inserting ``Tribe'';
       (iii) by striking ``tribal'' and inserting ``Tribal''; and
       (iv) by striking ``Bureau of Indian Affairs'' and inserting 
     ``Bureau of Indian Education'';
       (D) in paragraph (4)--
       (i) by striking ``Bureau of Indian Affairs'' each place the 
     term appears and inserting ``Bureau of Indian Education''; 
     and
       (ii) by striking ``Assistant Secretary of the Interior for 
     Indian Affairs'' and inserting ``Director of the Bureau of 
     Indian Education'';
       (E) in paragraph (5)(A), by striking ``Indian tribes, 
     tribal organizations, and individual tribal members'' and 
     inserting ``Indian Tribes, Tribal organizations, and 
     individual Tribal members''; and
       (F) in paragraph (6)--
       (i) by striking ``tribe'' each place the term appears and 
     inserting ``Tribe''; and
       (ii) by striking ``tribal'' each place the term appears and 
     inserting ``Tribal'';
       (3) in subsection (c)--
       (A) by redesignating paragraph (2) as paragraph (3); and
       (B) by inserting after paragraph (1) the following:
       ``(2) Special rule.--Notwithstanding section 3(5)(A)(iii), 
     funds made available under this section may be used to 
     provide preparatory, refresher, and remedial education 
     services that are designed to enable students to achieve 
     success in career and technical education programs or 
     programs of study.'';
       (4) in subsection (d), by striking ``tribe'' each place the 
     term appears and inserting ``Tribe'';
       (5) in subsection (e)(1), by striking ``tribal'' and 
     inserting ``Tribal'';
       (6) in subsection (f), by striking ``tribe'' and inserting 
     ``Tribe''; and
       (7) in subsection (g), by striking ``tribe'' each place the 
     term appears and inserting ``Tribe''.

     SEC. 116. TRIBALLY CONTROLLED POSTSECONDARY CAREER AND 
                   TECHNICAL INSTITUTIONS.

       Section 117 (20 U.S.C. 2327) is amended--
       (1) in subsection (a)(2), by striking ``(25 U.S.C. 640a et 
     seq.)'' and inserting ``(Public Law 92-189; 85 Stat. 646)'';
       (2) in subsection (d), by striking ``(25 U.S.C. 640a et 
     seq.)'' and inserting ``(Public Law 92-189; 85 Stat. 646)'';
       (3) in subsection (f)(3), by striking ``tribe'' each place 
     the term appears and inserting ``Tribe'';
       (4) in subsection (h)--
       (A) in the paragraph heading, by striking ``indian tribe'' 
     and inserting ``Indian tribe''; and
       (B) by striking ``terms `Indian' and `Indian tribe' have 
     the meanings given the terms in'' and inserting ``terms 
     `Indian' and `Indian Tribe' have the meanings given the terms 
     `Indian' and `Indian tribe', respectively, in''; and
       (5) by striking subsection (i) and inserting the following:
       ``(i) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section--
       ``(1) $9,762,539 for fiscal year 2019;

[[Page H7184]]

       ``(2) $9,899,215 for fiscal year 2020;
       ``(3) $10,037,804 for fiscal year 2021;
       ``(4) $10,178,333 for fiscal year 2022;
       ``(5) $10,320,829 for fiscal year 2023; and
       ``(6) $10,465,321 for fiscal year 2024.''.

     SEC. 117. OCCUPATIONAL AND EMPLOYMENT INFORMATION.

       Section 118 (20 U.S.C. 2328) is repealed.

                        PART B--STATE PROVISIONS

     SEC. 121. STATE ADMINISTRATION.

       Section 121(a)(2) (20 U.S.C. 2341(a)(2)) is amended by 
     striking ``parents'' and all that follows through the end of 
     the paragraph and inserting ``teachers, faculty, specialized 
     instructional support personnel, paraprofessionals, school 
     leaders, authorized public chartering agencies and charter 
     school leaders (consistent with State law), employers, 
     representatives of business (including small businesses), 
     labor organizations, eligible recipients, local program 
     administrators, State and local officials, Indian Tribes or 
     Tribal organizations present in the State, parents, students, 
     and community organizations;''.

     SEC. 122. 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, consistent with subsection (b) and paragraph (5),''; 
     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'';
       (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, Indian Tribes and Tribal organizations that may be 
     present in the State, and community organizations)''; and
       (D) by adding at the end the following:
       ``(4) Public comment.--Each eligible agency shall make the 
     State plan publicly available for public comment for a period 
     of not less than 30 days, by electronic means and in an 
     easily accessible format, prior to submission to the 
     Secretary for approval under this subsection. In the plan the 
     eligible agency files under this subsection, the eligible 
     agency shall provide an assurance that public comments were 
     taken into account in the development of the State plan.
       ``(5) Optional submission of subsequent plans.--An eligible 
     agency may, after the first 4-year State plan is submitted 
     under this section, submit subsequent 4-year plans not later 
     than 120 days prior to the end of the 4-year period covered 
     by the preceding State plan or, if an eligible agency chooses 
     not to submit a State plan for a subsequent 4-year period, 
     the eligible agency shall submit, and the Secretary shall 
     approve, annual revisions to the State determined levels of 
     performance in the same manner as revisions submitted and 
     approved under section 113(b)(3)(A)(ii).''; and
       (2) by striking subsections (b) through (e) and inserting 
     the following:
       ``(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).
       ``(2) Notice to secretary.--The eligible agency shall 
     inform the Secretary of whether the eligible agency intends 
     to submit a combined plan described in paragraph (1) or a 
     single 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 
     and tribally controlled colleges or universities in States 
     where such institutions are in existence, adult career and 
     technical education providers, and charter school 
     representatives in States where such schools are in 
     existence, which shall include teachers, faculty, school 
     leaders, specialized instructional support personnel, career 
     and academic guidance counselors, and paraprofessionals;
       ``(ii) interested community representatives, including 
     parents, students, and community organizations;
       ``(iii) representatives of the State workforce development 
     board established under section 101 of the Workforce 
     Innovation and Opportunity Act (29 U.S.C. 3111) (referred to 
     in this section as the `State board');
       ``(iv) members and 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, 
     including the State Coordinator for Education of Homeless 
     Children and Youths established or designated under section 
     722(d)(3) of the McKinney-Vento Homeless Assistance Act (42 
     U.S.C. 11432(d)(3));
       ``(vii) representatives of Indian Tribes and Tribal 
     organizations located in, or providing services in, the 
     State; and
       ``(viii) individuals with disabilities; 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.
       ``(3) Consultation with the governor.--The consultation 
     described in paragraph (1)(B) shall include meetings of 
     officials from the eligible agency and the Governor's office 
     and shall occur--
       ``(A) during the development of such plan; and
       ``(B) prior to submission of the plan to the Secretary.
       ``(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 and address the education and skill needs of the 
     employers in the State identified by the State board;
       ``(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 existing and emerging 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 strategy for any joint planning, alignment, 
     coordination, and leveraging of funds--
       ``(A) between the State's career and technical education 
     programs and programs of study with the State's workforce 
     development system, to achieve the strategic vision and goals 
     described in paragraph (2), including the core programs 
     defined in section 3 of the Workforce Innovation and 
     Opportunity Act (29 U.S.C. 3102) and the elements related to 
     system alignment under section 102(b)(2)(B) of such Act (29 
     U.S.C. 3112(b)(2)(B)); and
       ``(B) for programs carried out under this title with other 
     Federal programs, which may include programs funded under the 
     Elementary and Secondary Education Act of 1965 and the Higher 
     Education Act of 1965;
       ``(4) a description of the career and technical education 
     programs or programs of study that will be supported, 
     developed, or improved at the State level, 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 the criteria to assess 
     the extent to which the local application under section 132 
     will--
       ``(i) promote continuous improvement in academic 
     achievement and technical skill attainment;
       ``(ii) expand access to career and technical education for 
     special populations; and
       ``(iii) support the inclusion of employability skills in 
     programs of study and career pathways;
       ``(C) how the eligible agency will--
       ``(i) make information on approved programs of study and 
     career pathways (including career exploration, work-based 
     learning opportunities, early college high schools, and dual 
     or concurrent enrollment program opportunities) and guidance 
     and advisement resources, available to students (and parents, 
     as appropriate), representatives of secondary and 
     postsecondary education, and special populations, and to the 
     extent practicable, provide that information and those 
     resources in a language students, parents, and educators can 
     understand;
       ``(ii) facilitate collaboration among eligible recipients 
     in the development and coordination of career and technical 
     education programs and programs of study and career pathways 
     that include multiple entry and exit points;
       ``(iii) use State, regional, or local labor market data to 
     determine alignment of eligible recipients' programs of study 
     to the needs of the State, regional, or local economy, 
     including in-demand industry sectors and occupations 
     identified by the State board, and to align career and 
     technical education with such needs, as appropriate;
       ``(iv) ensure equal access to approved career and technical 
     education programs of study and activities assisted under 
     this Act for special populations;
       ``(v) coordinate with the State board to support the local 
     development of career pathways and articulate processes by 
     which career pathways will be developed by local workforce 
     development boards, as appropriate;
       ``(vi) support effective and meaningful collaboration 
     between secondary schools, postsecondary institutions, and 
     employers to provide students with experience in, and 
     understanding of, all aspects of an industry, which may 
     include work-based learning such as internships, mentorships, 
     simulated work environments, and other hands-on or inquiry-
     based learning activities; and
       ``(vii) improve outcomes and reduce performance gaps for 
     CTE concentrators, including those who are members of special 
     populations; and
       ``(D) how the eligible agency may include the opportunity 
     for secondary school students to participate in dual or 
     concurrent enrollment programs, early college high school, or 
     competency-based education;
       ``(5) a description of the criteria and process for how the 
     eligible agency will approve eligible

[[Page H7185]]

     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 comprehensive 
     needs assessment under section 134(c) 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, school principals, 
     administrators, specialized instructional support personnel, 
     and paraprofessionals to provide career and technical 
     education instruction, leadership, and support, including 
     professional development that provides the knowledge and 
     skills needed to work with and improve instruction for 
     special populations;
       ``(7) a description of how the eligible agency will use 
     State leadership funds under section 124;
       ``(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 eligible agency's program 
     strategies for special populations, including a description 
     of how individuals who are members of special populations--
       ``(A) will be provided with equal access to activities 
     assisted under this Act;
       ``(B) will not be discriminated against on the basis of 
     status as a member of a special population;
       ``(C) will be provided with programs designed to enable 
     individuals who are members of special populations to meet or 
     exceed State determined levels of performance described in 
     section 113, and prepare special populations for further 
     learning and for high-skill, high-wage, or in-demand industry 
     sectors or occupations;
       ``(D) will be provided with appropriate accommodations; and
       ``(E) will be provided instruction and work-based learning 
     opportunities in integrated settings that support 
     competitive, integrated employment;
       ``(10) a description of the procedure the eligible agency 
     will adopt for determining State determined levels of 
     performance described in section 113, which, at a minimum, 
     shall include--
       ``(A) a description of the process for public comment under 
     section 113(b)(3)(B) as part of the development of the State 
     determined levels of performance under section 113(b);
       ``(B) an explanation of the State determined levels of 
     performance; and
       ``(C) a description of how the State determined levels of 
     performance set by the eligible agency align with the levels, 
     goals, and objectives of other Federal and State laws;
       ``(11) a description of how the eligible agency will 
     address disparities or gaps in performance, as described in 
     section 113(b)(3)(C)(ii)(II), in each of the plan years, and 
     if no meaningful progress has been achieved prior to the 
     third program year, a description of the additional actions 
     the eligible agency will take to eliminate these disparities 
     or gaps;
       ``(12) describes how the eligible agency will involve 
     parents, academic and career and technical education 
     teachers, administrators, faculty, career guidance and 
     academic counselors, local business (including small 
     businesses), labor organizations, and representatives of 
     Indian Tribes and Tribal organizations, as appropriate, in 
     the planning, development, implementation, and evaluation of 
     such career and technical education programs; and
       ``(13) 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 industry 
     sectors or occupations and non-traditional fields, as 
     identified by the eligible agency;
       ``(D) the eligible agency will use the funds provided under 
     this Act to implement career and technical education programs 
     and programs of study for individuals in State correctional 
     institutions, including juvenile justice facilities; and
       ``(E) the eligible agency will provide local educational 
     agencies, area career and technical education schools, and 
     eligible institutions in the State with technical assistance, 
     including technical assistance on how to close gaps in 
     student participation and performance in career and technical 
     education programs; and
       ``(14) a description of the opportunities for the public to 
     comment in person and in writing on the State plan under this 
     subsection.
       ``(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--
       ``(A) the State agency responsible for supervision of 
     community colleges, technical institutes, other 2-year 
     postsecondary institutions primarily engaged in providing 
     postsecondary career and technical education, or, where 
     applicable, institutions of higher education that are engaged 
     in providing postsecondary career and technical education as 
     part of their mission;
       ``(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.
       ``(3) Joint signature authority.--A Governor shall have 30 
     days prior to the eligible agency submitting the State plan 
     to the Secretary to sign such plan. If the Governor has not 
     signed the plan within 30 days of delivery by the eligible 
     agency to the Governor, the eligible agency shall submit the 
     plan to the Secretary without such signature.
       ``(f) Plan Approval.--
       ``(1) In general.--Not later than 120 days after the 
     eligible agency submits its State plan, the Secretary shall 
     approve such State plan, or a revision of the plan under 
     subsection (a)(2) (including a revision of State determined 
     levels of performance in accordance with section 
     113(b)(3)(A)(iii)), if the Secretary determines that the 
     State has submitted in its State plan State determined levels 
     of performance that meet the criteria established in section 
     113(b)(3), including the minimum requirements described in 
     section 113(b)(3)(A)(i)(III), unless the Secretary--
       ``(A) determines that the State plan does not meet the 
     requirements of this Act, including the minimum requirements 
     as described in section 113(b)(3)(A)(i)(III); and
       ``(B) meets the requirements of paragraph (2) with respect 
     to such plan.
       ``(2) Disapproval.--The Secretary--
       ``(A) shall 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) shall 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. 123. 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'';
       (ii) by striking ``State adjusted level of performance'' 
     and inserting ``State determined level of performance'' each 
     place the term appears;
       (iii) by striking ``section 113(b)(3)'' and inserting 
     ``113(b)(2) for all CTE concentrators'';
       (iv) by striking ``(with special consideration to 
     performance gaps identified under section 113(c)(2))'' and 
     inserting ``(that includes an analysis of the performance 
     disparities or gaps identified under section 
     113(b)(3)(C)(ii)(II), and actions that will be taken to 
     address such gaps)'';
       (B) in paragraph (2)--
       (i) by striking ``State's adjusted levels of performance'' 
     and inserting ``State determined levels of performance''; and
       (ii) by striking ``purposes of this Act'' and inserting 
     ``purposes of this section, including after implementation of 
     the improvement plan described in paragraph (1),'';
       (C) in paragraph (3)(A)--
       (i) in clause (i), by inserting ``or'' after the semicolon; 
     and
       (ii) by striking clauses (ii) and (iii) and inserting the 
     following:
       ``(ii) with respect to any specific core indicator of 
     performance that was identified in a program improvement plan 
     under paragraph (1), fails to meet at least 90 percent of a 
     State determined level of performance for such core indicator 
     for 2 consecutive years after the eligible agency has been 
     identified for improvement under such paragraph.''; and
       (D) by adding at the end the following:
       ``(5) Adjustments prohibited.--An eligible agency shall not 
     be eligible to adjust performance levels while executing an 
     improvement plan under this section.''; and
       (2) in subsection (b)--
       (A) by striking ``adjusted'' each place the term appears;
       (B) in paragraph (2)--
       (i) by inserting ``for all CTE concentrators'' after 
     ``section 113(b)(4)''; and
       (ii) by striking ``(with special consideration to 
     performance gaps identified under section 
     113(b)(4)(C)(ii)(II) in consultation with the eligible 
     agency,'' and inserting ``(that includes an analysis of the 
     performance disparities or gaps identified under section 
     113(b)(3)(C)(ii)(II), and actions that will be taken to 
     address such gaps) in consultation with local stakeholders 
     described in section 134(d)(1), the eligible agency, and'';
       (C) in paragraph (4)--

[[Page H7186]]

       (i) in subparagraph (A)--

       (I) in clause (i), by inserting ``or'' after the semicolon; 
     and
       (II) by striking clauses (ii) and (iii) and inserting the 
     following:

       ``(ii) with respect to any specific core indicator of 
     performance that was identified in a program improvement plan 
     under paragraph (2), fails to meet at least 90 percent of the 
     local level of performance for such core indicator for 2 
     consecutive years after the eligible recipient has been 
     identified for improvement under such paragraph.''; and
       (ii) in subparagraph (B)--

       (I) in clause (i), by striking ``or'' after the semicolon;
       (II) in clause (ii), by striking the period at the end and 
     inserting ``; or''; and
       (III) by adding at the end the following:

       ``(iii) in response to a public request from an eligible 
     recipient, if the eligible agency determines that the 
     requirements described in clause (i) or (ii) have been 
     met.''; and
       (D) by adding at the end the following:
       ``(6) Adjustments prohibited.--An eligible recipient shall 
     not be eligible to adjust performance levels while executing 
     an improvement plan under this section.''.

     SEC. 124. 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 to improve career 
     and technical education, which shall include support for--
       ``(A) preparation for non-traditional fields in current and 
     emerging professions, programs for special populations, and 
     other activities that expose students, including special 
     populations, to high-skill, high-wage, and in-demand 
     occupations;
       ``(B) individuals in State institutions, such as State 
     correctional institutions, including juvenile justice 
     facilities, and educational institutions that serve 
     individuals with disabilities;
       ``(C) recruiting, preparing, or retaining career and 
     technical education teachers, faculty, specialized 
     instructional support personnel, or paraprofessionals, such 
     as preservice, professional development, or leadership 
     development programs; and
       ``(D) technical assistance for eligible recipients; and
       ``(2) report on the effectiveness of such use of funds in 
     achieving the goals described in section 122(d)(2) and the 
     State determined levels of performance described in section 
     113(b)(3)(A), and reducing disparities or performance gaps as 
     described in section 113(b)(3)(C)(ii)(II).'';
       (2) in subsection (b)--
       (A) in the subsection heading, by striking ``Required'' and 
     inserting ``Permissible'';
       (B) in the matter preceding paragraph (1), by striking 
     ``shall'' and inserting ``may''; and
       (C) by striking paragraphs (1) through (9) 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 industry or sector 
     partnerships among local educational agencies, institutions 
     of higher education, adult education providers, Indian Tribes 
     and Tribal organizations that may be present in the State, 
     employers, including small businesses, and parents, as 
     appropriate to--
       ``(A) develop and implement programs of study aligned to 
     State and local economic and education needs, including, as 
     appropriate, in-demand industry sectors and occupations;
       ``(B) facilitate the establishment, expansion, and 
     integration of opportunities for students at the secondary 
     level to--
       ``(i) successfully complete coursework that integrates 
     rigorous and challenging technical and academic instruction 
     aligned with the challenging State academic standards adopted 
     by the State under section 1111(b)(1) of the Elementary and 
     Secondary Education Act of 1965; and
       ``(ii) earn a recognized postsecondary credential or credit 
     toward a recognized postsecondary credential, which may be 
     earned through a dual or concurrent enrollment program or 
     early college high school, at no cost to the student or the 
     student's family; and
       ``(C) facilitate work-based learning opportunities 
     (including internships, externships, and simulated work 
     environments) into programs of study;
       ``(5) for teachers, faculty, specialized instructional 
     support personnel, and paraprofessionals 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 and title II 
     of the Higher Education Act of 1965), 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 and relevant technical knowledge and skills, including 
     programming jointly delivered to academic and career and 
     technical education teachers;
       ``(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, multi-tier systems of supports, and positive 
     behavioral interventions and support; and
       ``(C) increases the ability of teachers, faculty, 
     specialized instructional support personnel, and 
     paraprofessionals providing career and technical education 
     instruction to stay current with industry standards and earn 
     an industry-recognized credential or license, as appropriate, 
     including by assisting those with relevant industry 
     experience in obtaining State teacher licensure or credential 
     requirements;
       ``(6) supporting eligible recipients in eliminating 
     inequities in student access to--
       ``(A) high-quality programs of study that provide skill 
     development; and
       ``(B) effective teachers, faculty, specialized 
     instructional support personnel, and paraprofessionals;
       ``(7) 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 level of 
     performance on a core indicator 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);
       ``(8) providing support for--
       ``(A) the adoption and integration of recognized 
     postsecondary credentials and work-based learning into 
     programs of study, and for increasing data collection 
     associated with recognized postsecondary credentials and 
     employment outcomes; or
       ``(B) consultation and coordination with other State 
     agencies for the identification and examination of licenses 
     or certifications that--
       ``(i) pose an unwarranted barrier to entry into the 
     workforce for career and technical education students; and
       ``(ii) do not protect the health, safety, or welfare of 
     consumers;
       ``(9) the creation, implementation, and support of pay for 
     success initiatives leading to a recognized postsecondary 
     credential;
       ``(10) 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;
       ``(11) the creation, evaluation, and support of competency-
     based curricula;
       ``(12) 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);
       ``(13) partnering with qualified intermediaries to improve 
     training, the development of public-private partnerships, 
     systems development, capacity-building, and scalability of 
     the delivery of high-quality career and technical education;
       ``(14) 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;
       ``(15) support for the integration of employability skills 
     into career and technical education programs and programs of 
     study;
       ``(16) support for programs and activities that increase 
     access, student engagement, and success in science, 
     technology, engineering, and mathematics fields (including 
     computer science, coding, and architecture), support for the 
     integration of arts and design skills, and support for hands-
     on learning, 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;
       ``(17) support for career and technical student 
     organizations, especially with respect to efforts to increase 
     the participation of students in nontraditional fields and 
     students who are members of special populations;
       ``(18) support for establishing and expanding work-based 
     learning opportunities that are aligned to career and 
     technical education programs and programs of study;
       ``(19) integrating and aligning programs of study and 
     career pathways;
       ``(20) supporting the use of career and technical education 
     programs and programs of study aligned with State, regional, 
     or local high-skill, high-wage, or in-demand industry sectors 
     or occupations identified by the State workforce development 
     board described in section 101 of the Workforce Innovation 
     and Opportunity Act (29 U.S.C. 3111) or local workforce 
     development boards;
       ``(21) making all forms of instructional content widely 
     available, which may include use of open educational 
     resources;
       ``(22) developing valid and reliable assessments of 
     competencies and technical skills and enhancing data systems 
     to collect and analyze data on secondary and postsecondary 
     academic and employment outcomes;
       ``(23) support for accelerated learning programs, as 
     described in section 4104(b)(3)(A)(i)(IV) of the Elementary 
     and Secondary Education Act of 1965, in the case of

[[Page H7187]]

     any such program that is part of a career and technical 
     education program of study;
       ``(24) support for career academies to implement a 
     postsecondary education and workforce-ready curriculum at the 
     secondary education level that integrates rigorous academic, 
     technical, and employability contents through career and 
     technical education programs and programs of study that 
     address needs described in the comprehensive needs assessment 
     under section 134(c); and
       ``(25) other State leadership activities that improve 
     career and technical education.'';
       (3) by striking subsection (c);
       (4) by redesignating subsection (d) as subsection (c); and
       (5) in subsection (c), as redesignated by paragraph (4), by 
     striking the period at the end and inserting ``, unless 
     expressly authorized under subsection (a).''.

                        PART C--LOCAL PROVISIONS

     SEC. 131. DISTRIBUTION OF FUNDS TO SECONDARY EDUCATION 
                   PROGRAMS.

       Section 131 (20 U.S.C. 2351) is amended--
       (1) in subsection (a)(3)(B), by striking ``Bureau of Indian 
     Affairs'' and inserting ``Bureau of Indian Education'';
       (2) in subsection (c)(2)(A)(ii), by inserting ``or programs 
     of study'' after ``technical education programs'';
       (3) in subsection (g), by inserting ``and programs of 
     study'' after ``technical education programs''; and
       (4) in subsection (h), by striking ``Bureau of Indian 
     Affairs'' and inserting ``Bureau of Indian Education''.

     SEC. 132. SPECIAL RULES FOR CAREER AND TECHNICAL EDUCATION.

       Section 133 (20 U.S.C. 2353) is amended by inserting ``or 
     programs of study'' after ``career and technical education 
     programs'' each place the term appears.

     SEC. 133. 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 subsection 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 career and technical education 
     course offerings and activities that the eligible recipient 
     will provide with funds under this part, which shall include 
     not less than 1 program of study approved by a State under 
     section 124(b)(2), 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;
       ``(B) a description of any new programs of study the 
     eligible recipient will develop and submit to the State for 
     approval; and
       ``(C) how students, including students who are members of 
     special populations, will learn about their school's career 
     and technical education course offerings and whether each 
     course is part of a career and technical education program of 
     study;
       ``(3) a description of how the eligible recipient, in 
     collaboration with local workforce development boards and 
     other local workforce agencies, one-stop delivery systems 
     described in section 121(e)(2) of the Workforce Innovation 
     and Opportunity Act (29 U.S.C. 3151(e)(2)), and other 
     partners, will provide--
       ``(A) career exploration and career development coursework, 
     activities, or services;
       ``(B) career information on employment opportunities that 
     incorporate the most up-to-date information on high-skill, 
     high-wage, or in-demand industry sectors or occupations, as 
     determined by the comprehensive needs assessment described in 
     subsection (c); 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;
       ``(4) a description of how the eligible recipient will 
     improve the academic and technical skills of students 
     participating in career and technical education programs by 
     strengthening the academic and career and technical education 
     components of such programs through the integration of 
     coherent and rigorous content aligned with challenging 
     academic standards and relevant career and technical 
     education programs to ensure learning in the subjects that 
     constitute a well-rounded education (as defined in section 
     8101 of the Elementary and Secondary Education Act of 1965);
       ``(5) a description of how the eligible recipient will--
       ``(A) provide activities to prepare special populations for 
     high-skill, high-wage, or in-demand industry sectors or 
     occupations that will lead to self-sufficiency;
       ``(B) prepare CTE participants for non-traditional fields;
       ``(C) provide equal access for special populations to 
     career and technical education courses, programs, and 
     programs of study; and
       ``(D) ensure that members of special populations will not 
     be discriminated against on the basis of their status as 
     members of special populations;
       ``(6) a description of the work-based learning 
     opportunities that the eligible recipient will provide to 
     students participating in career and technical education 
     programs and how the recipient will work with representatives 
     from employers to develop or expand work-based learning 
     opportunities for career and technical education students, as 
     applicable;
       ``(7) a description of how the eligible recipient will 
     provide students participating in career and technical 
     education programs with the opportunity to gain postsecondary 
     credit while still attending high school, such as through 
     dual or concurrent enrollment programs or early college high 
     school, as practicable;
       ``(8) a description of how the eligible recipient will 
     coordinate with the eligible agency and institutions of 
     higher education to support the recruitment, preparation, 
     retention, and training, including professional development, 
     of teachers, faculty, administrators, and specialized 
     instructional support personnel and paraprofessionals who 
     meet applicable State certification and licensure 
     requirements (including any requirements met through 
     alternative routes to certification), including individuals 
     from groups underrepresented in the teaching profession; and
       ``(9) a description of how the eligible recipient will 
     address disparities or gaps in performance as described in 
     section 113(b)(3)(C)(ii)(II) in each of the plan years, and 
     if no meaningful progress has been achieved prior to the 
     third program year, a description of the additional actions 
     such recipient will take to eliminate those disparities or 
     gaps.
       ``(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 include the 
     results of the needs assessment in the local application 
     submitted under subsection (a); and
       ``(B) not less than once every 2 years, update such 
     comprehensive local needs assessment.
       ``(2) Requirements.--The comprehensive local needs 
     assessment described in paragraph (1) shall include each of 
     the following:
       ``(A) An evaluation of the performance of the students 
     served by the eligible recipient with respect to State 
     determined and local levels of performance established 
     pursuant to section 113, including an evaluation of 
     performance for special populations and each subgroup 
     described in section 1111(h)(1)(C)(ii) of the Elementary and 
     Secondary Education Act of 1965.
       ``(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, Tribal, or local in-
     demand industry sectors or occupations identified by the 
     State workforce development board described in section 101 of 
     the Workforce Innovation and Opportunity Act (29 U.S.C. 3111) 
     (referred to in this section as the `State board') or local 
     workforce development board, including career pathways, where 
     appropriate; or
       ``(II) designed to meet local education or economic needs 
     not identified by State boards or local workforce development 
     boards.
       ``(C) An evaluation of progress toward the implementation 
     of career and technical education programs and programs of 
     study.
       ``(D) 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 guidance and academic counselors, including 
     individuals in groups underrepresented in such professions.
       ``(E) A description of progress toward implementation of 
     equal access to high-quality career and technical education 
     courses and programs of study for all students, including--
       ``(i) strategies to overcome barriers that result in lower 
     rates of access to, or performance gaps in, the courses and 
     programs for special populations;
       ``(ii) providing programs that are designed to enable 
     special populations to meet the local levels of performance; 
     and
       ``(iii) providing activities to prepare special populations 
     for high-skill, high-wage, or in-demand industry sectors or 
     occupations in competitive, integrated settings that will 
     lead to self-sufficiency.
       ``(d) Consultation.--In conducting the comprehensive needs 
     assessment under subsection (c), and developing the local 
     application described in subsection (b), 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, career guidance and academic 
     counselors, principals and other school leaders, 
     administrators, and specialized instructional support 
     personnel and paraprofessionals;
       ``(2) representatives of career and technical education 
     programs at postsecondary educational institutions, including 
     faculty and administrators;
       ``(3) representatives of the State board or local workforce 
     development boards and a range of local or regional 
     businesses or industries;
       ``(4) parents and students;
       ``(5) representatives of special populations;
       ``(6) representatives of regional or 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);
       ``(7) representatives of Indian Tribes and Tribal 
     organizations in the State, where applicable; and

[[Page H7188]]

       ``(8) any other stakeholders that the eligible agency may 
     require the eligible recipient to consult.
       ``(e) Continued Consultation.--An eligible recipient 
     receiving financial assistance under this part shall consult 
     with stakeholders described in subsection (d) on an ongoing 
     basis, as determined by the eligible agency. This may include 
     consultation in order to--
       ``(1) provide input on annual updates to the comprehensive 
     needs assessment required under subsection (c)(1)(B);
       ``(2) ensure programs of study are--
       ``(A) responsive to community employment needs;
       ``(B) aligned with employment priorities in the State, 
     regional, tribal, 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 such programs of study 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. 134. 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 
     that--
       ``(1) provide career exploration and career development 
     activities through an organized, systematic framework 
     designed to aid students, including in the middle grades, 
     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, including non-traditional 
     fields;
       ``(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, 
     local, or Tribal (as applicable) economic priorities; and
       ``(iv) employment sectors;
       ``(C) programs and activities related to the development of 
     student graduation and career plans;
       ``(D) career guidance and academic counselors that provide 
     information on postsecondary education and career options;
       ``(E) any other activity that advances knowledge of career 
     opportunities and assists students in making informed 
     decisions about future education and employment goals, 
     including non-traditional fields; or
       ``(F) providing students with strong experience in, and 
     comprehensive understanding of, all aspects of an industry;
       ``(2) provide professional development for teachers, 
     faculty, school leaders, administrators, specialized 
     instructional support personnel, career guidance and academic 
     counselors, or paraprofessionals, which may include--
       ``(A) professional development on supporting individualized 
     academic and career and technical education instructional 
     approaches, including the integration of academic and career 
     and technical education standards and curricula;
       ``(B) professional development on ensuring labor market 
     information is used to inform the programs, guidance, and 
     advisement offered to students, including information 
     provided under section 15(e)(2)(C) of the Wagner-Peyser Act 
     (29 U.S.C. 49l-2(e)(2)(C));
       ``(C) providing teachers, faculty, school leaders, 
     administrators, specialized instructional support personnel, 
     career guidance and academic counselors, or 
     paraprofessionals, as appropriate, with opportunities to 
     advance knowledge, skills, and understanding of all aspects 
     of an industry, including the latest workplace equipment, 
     technologies, standards, and credentials;
       ``(D) supporting school leaders and administrators in 
     managing career and technical education programs in the 
     schools, institutions, or local educational agencies of such 
     school leaders or administrators;
       ``(E) supporting the implementation of strategies to 
     improve student achievement and close gaps in student 
     participation and performance in career and technical 
     education programs;
       ``(F) providing teachers, faculty, specialized 
     instructional support personnel, career guidance and academic 
     counselors, principals, school leaders, or paraprofessionals, 
     as appropriate, 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;
       ``(G) training teachers, faculty, school leaders, 
     administrators, specialized instructional support personnel, 
     career guidance and academic counselors, or 
     paraprofessionals, as appropriate, to provide appropriate 
     accommodations for individuals with disabilities, and 
     students with disabilities who are provided accommodations 
     under the Rehabilitation Act of 1973 (29 U.S.C. 701 et seq.) 
     or the Individuals with Disabilities Education Act;
       ``(H) training teachers, faculty, specialized instructional 
     support personnel, career guidance and academic counselors, 
     and paraprofessionals in frameworks to effectively teach 
     students, including a particular focus on students with 
     disabilities and English learners, which may include 
     universal design for learning, multi-tier systems of 
     supports, and positive behavioral interventions and support; 
     or
       ``(I) training for the effective use of community spaces 
     that provide access to tools, technology, and knowledge for 
     learners and entrepreneurs, such as makerspaces or libraries;
       ``(3) provide within career and technical education the 
     skills necessary to pursue careers in high-skill, high-wage, 
     or in-demand industry sectors or occupations;
       ``(4) support integration of academic skills into career 
     and technical education programs and programs of study to 
     support--
       ``(A) 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 by the State in which the eligible 
     recipient is located; and
       ``(B) CTE participants at the postsecondary level in 
     achieving academic skills;
       ``(5) plan and carry out elements that support the 
     implementation of career and technical education programs and 
     programs of study and that result in increasing student 
     achievement of the local levels of performance established 
     under section 113, which may include--
       ``(A) 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 that are in demand in the State, regional, or local 
     economy, and in collaboration with business outreach staff in 
     one-stop centers, as defined in section 3 of the Workforce 
     Innovation and Opportunity Act (29 U.S.C. 3102), and other 
     appropriate organizations, including community-based and 
     youth-serving organizations;
       ``(C) where appropriate, expanding opportunities for CTE 
     concentrators to participate in accelerated learning programs 
     (as 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)), including dual or concurrent 
     enrollment programs, early college high schools, and the 
     development or implementation of articulation agreements as 
     part of a career and technical education program of study;
       ``(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, 
     including simulated work environments;
       ``(F) industry-recognized certification examinations or 
     other assessments leading toward a recognized postsecondary 
     credential;
       ``(G) efforts to recruit and retain career and technical 
     education program teachers, faculty, school leaders, 
     administrators, specialized instructional support personnel, 
     career guidance and academic counselors, and 
     paraprofessionals;
       ``(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;
       ``(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, including through family and consumer science 
     programs;
       ``(M) supporting programs and activities that increase 
     access, student engagement, and success in science, 
     technology, engineering, and mathematics fields (including 
     computer science and architecture) 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 out-of-school 
     youth to complete secondary school education or upgrade 
     technical skills;
       ``(O) supporting career and technical student 
     organizations, including student preparation for

[[Page H7189]]

     and participation in technical skills competitions aligned 
     with career and technical education program standards and 
     curricula;
       ``(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) partnering with a qualified intermediary to improve 
     training, the development of public-private partnerships, 
     systems development, capacity-building, and scalability of 
     the delivery of high-quality career and technical education;
       ``(S) support to reduce or eliminate out-of-pocket expenses 
     for special populations participating in career and technical 
     education, including those participating in dual or 
     concurrent enrollment programs or early college high school 
     programs, and supporting the costs associated with fees, 
     transportation, child care, or mobility challenges for those 
     special populations; or
       ``(T) 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)(B).
       ``(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 one or more 
     eligible recipients 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.

       (a) In General.--The Act (20 U.S.C. 2301 et seq.) is 
     amended--
       (1) in section 311--
       (A) in subsection (a), by striking ``and tech prep program 
     activities''; and
       (B) in subsection (b)--
       (i) 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 at the end the following:

       ``(D) Establishing the state baseline.--For purposes of 
     applying subparagraph (A) for years which require the 
     calculation of 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 date of enactment of the Strengthening Career 
     and Technical Education for the 21st Century Act, the State 
     may determine the State's fiscal effort per student, or 
     aggregate expenditures of such State, with respect to career 
     and technical education for such first full fiscal year by--
       ``(i) continuing 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) establishing 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 95 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) by striking paragraph (2) and inserting the following:
       ``(2) Failure to meet.--
       ``(A) In general.--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.
       ``(B) Special rule.--No such lesser amount shall be used 
     for computing the effort required under paragraph (1) for 
     subsequent 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) 
     such as a natural disaster or an unforeseen and precipitous 
     decline in financial resources. No level of funding permitted 
     under such a waiver may be used as the basis for computing 
     the fiscal effort or aggregate expenditures required under 
     this section for years subsequent to the year covered by such 
     waiver. The fiscal effort or aggregate expenditures for the 
     subsequent years shall be computed on the basis of the level 
     of funding that would, but for such waiver, have been 
     required.'';
       (2) in section 314(1), by striking ``career path or major'' 
     and inserting ``career pathway or program of study'';
       (3) in section 315--
       (A) by inserting ``or programs of study'' after ``career 
     and technical education programs''; and
       (B) by striking ``seventh grade'' and inserting ``the 
     middle grades (as such term is defined in section 8101 of the 
     Elementary and Secondary Education Act of 1965)'';
       (4) in section 317(b)--
       (A) in paragraph (1)--
       (i) by inserting ``, including programs of study,'' after 
     ``activities''; and
       (ii) by striking ``who reside in the geographical area 
     served by'' and inserting ``in areas served by''; and
       (B) in paragraph (2)--
       (i) by striking ``the geographical area'' and inserting 
     ``areas''; and
       (ii) by inserting ``, including programs of study,'' after 
     ``activities'';
       (5) by striking title II and redesignating title III as 
     title II;
       (6) by redesignating sections 311 through 318, as amended 
     by this section, as sections 211 through 218, respectively;
       (7) by redesignating sections 321 through 324 as sections 
     221 through 224, respectively; and
       (8) by inserting after section 218 (as so redesignated) the 
     following:

     ``SEC. 219. STUDY ON PROGRAMS OF STUDY ALIGNED TO HIGH-SKILL, 
                   HIGH-WAGE OCCUPATIONS.

       ``(a) Scope of Study.--The Comptroller General of the 
     United States shall conduct a study to evaluate--
       ``(1) the strategies, components, policies, and practices 
     used by eligible agencies or eligible recipients receiving 
     funding under this Act to successfully assist--
       ``(A) all students in pursuing and completing programs of 
     study aligned to high-skill, high-wage occupations; and
       ``(B) any special population or specific subgroup of 
     students identified in section 1111(h)(1)(C)(ii) of the 
     Elementary and Secondary Education Act of 1965 in pursuing 
     and completing programs of study aligned to high-skill, high-
     wage occupations in fields in which such special population 
     or 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 career and technical education 
     students for non-traditional fields;
       ``(4) Indian Tribes and Tribal organizations;
       ``(5) special populations; and
       ``(6) 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.''.
       (b) Conforming Amendment.--Section 8(a) (20 U.S.C. 
     2306a(a)) is amended by striking ``311(b), and 323'' and 
     inserting ``211(b), and 223''.

                  TITLE III--AMENDMENTS TO OTHER LAWS

     SEC. 301. AMENDMENTS TO THE WAGNER-PEYSER ACT.

       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'' after the 
     semicolon;
       (3) in subparagraph (H), by striking the period at the end 
     and inserting ``; and''; and
       (4) by adding at the end the following:
       ``(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).''.

     SEC. 302. AMENDMENTS TO THE ELEMENTARY AND SECONDARY 
                   EDUCATION ACT OF 1965.

       (1) Section 1111(h)(1)(C)(xiv) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 
     6311(h)(1)(C)(xiv)) is amended by striking ``attaining career 
     and technical proficiencies (as defined by section 113(b) of 
     the Carl D. Perkins Career and Technical Education Act of 
     2006 (20 U.S.C. 2323(b)) and reported by States only in a 
     manner consistent with section 113(c) of such Act (20 U.S.C. 
     2323(c))'' and inserting ``meeting

[[Page H7190]]

     State determined levels of performance for core indicators, 
     as defined by section 113(b)(3)(A) of the Carl D. Perkins 
     Career and Technical Education Act of 2006 (20 U.S.C. 
     2323(b)(3)(A)), and reported by States only in a manner 
     consistent with section 113(b)(3)(C) of such Act (20 U.S.C. 
     2323(b)(3)(C))''.
       (2) Section 6115(b)(6) of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 7425(b)(6)) is amended by 
     striking ``tech-prep education, mentoring,'' and inserting 
     ``mentoring''.
       (3) Section 6304(a)(3)(K) of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 7544(a)(3)(K)) is amended by 
     striking ``tech-prep,''.

     SEC. 303. AMENDMENT TO THE WORKFORCE INNOVATION AND 
                   OPPORTUNITY ACT.

       Section 134(c)(2)(A)(vii) of the Workforce Innovation and 
     Opportunity Act (29 U.S.C. 3174(c)(2)(A)(vii)) is amended by 
     striking ``school dropouts'' and inserting ``out-of-school 
     youth''.

  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 the Senate 
amendment to 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, I am pleased to yield such time as she may consume to 
the gentlewoman from North Carolina (Ms. Foxx), the chairwoman of the 
House Education and the Workforce Committee.
  Ms. FOXX. Mr. Speaker, I thank Mr. Thompson for yielding me time.
  Mr. Speaker, today has been a long time coming, so I will be brief.
  The legislation we are here to send to the President's desk is a true 
difference maker. Every one of us knows someone God has blessed with 
skills, talents, and ideas that do not fit the mold of traditional 
postsecondary education. Because of that, they may not believe they 
have much to offer or much to gain by joining the workforce without the 
``right'' degree or diploma. But there really isn't a right degree or 
diploma.
  By updating and strengthening the career and technical education law, 
which H.R. 2353 does, we are making significant progress in changing 
those misguided perceptions and giving workforce development the 
recognition and credit it deserves.
  We have more than 6 million unfilled jobs in this country, due in 
large part to the skills gap. The skills gap is partly the result of an 
outdated approach to workforce development. H.R. 2353 supports 
innovative learning opportunities and strong community partnerships, 
addressing the problem of vacant jobs and workforce development needs 
where they exist: at the local level.
  I want to recognize the bipartisan effort that has gotten us here 
today. Congressman Glenn Thompson and Congressman Raja Krishnamoorthi, 
along with a great staff, delivered a great bill for us to work on at 
the Education and the Workforce Committee.
  Since we marked it up, reported it, and the House passed the bill 
last year, I have been pleased and I have been proud to work with 
Ranking Member Bobby Scott in urging Senate consideration of this 
legislation. I thank House leaders for bringing this bill back to the 
floor as soon as we could after the Senate passed it on Monday night.
  On behalf of every member and staff person of the Education and the 
Workforce Committee, I am grateful this bill is before the House today, 
and I am proud of all of their hard work.
  Mr. Speaker, I urge Members to support this legislation.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield myself such time as I may 
consume.
  Mr. Speaker, I thank Congressman Thompson for his partnership on this 
legislation, and Chairwoman Foxx and Ranking Member Scott for their 
leadership. Lastly, I thank our colleagues in the Senate for working 
hard to pass H.R. 2353 earlier this week. It has now been 12 years 
since Congress acted to update this critical program.
  The Bureau of Labor Statistics recently reported a skills gap of 6.5 
million unfilled jobs. Compared to this time last year, there are now 
an additional 1 million job openings where employers can't find 
applicants with the adequate skills or training to fill them. For the 
health of our economy, the prosperity of our workers, and the strength 
of our businesses, we must reverse this trend, and we must reverse it 
now.
  Our bipartisan legislation, the Strengthening Career and Technical 
Education for the 21st Century Act, implements critical reforms to 
ensure American technical education and training programs prepare 
students for high-wage, in-demand jobs in their communities.
  This legislation aligns CTE programs to meet the needs of local labor 
markets, gives business and workforce experts a seat at the table when 
CTE curricula are crafted, and preserves robust accountability 
standards to protect American students.
  This legislation also increases funding to Perkins CTE programs to 
record levels, ensuring that each State across the country receives 
sufficient Federal resources to build a dynamic, growing workforce and 
a thriving economy.
  Congress hasn't made substantive reforms to career and technical 
education since 2006, before the invention of the iPhone and long 
before the current technological revolution. American students, 
workers, and businesses are depending on us today to reform and 
reauthorize Perkins CTE.
  Mr. Speaker, I urge all of my colleagues to support H.R. 2353, as 
amended, and I reserve the balance of my time.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield myself such time 
as I may consume.
  Mr. Speaker, as co-chair of the Career and Technical Education 
Caucus, I am happy to say that this legislation, the Strengthening 
Career and Technical Education for the 21st Century Act, will help move 
us in the right direction.
  This bill has been the result of a long, bipartisan effort that I 
have been proud to lead with my CTE Caucus co-chair, Mr. Langevin from 
Rhode Island, and now with my cosponsor from the Education and 
Workforce Committee, Representative Raja Krishnamoorthi.
  It has been more than a decade since our Federal role in our Nation's 
CTE programs has been modernized, and so much of our society has 
changed since then. Right now, there are more than 6.5 million unfilled 
jobs in this country, and we are finally recognizing the impact of the 
skills gap.
  A study concluded by the Brookings Institute found that, in the next 
decade, 3 million workers will be needed in the infrastructure industry 
alone. This includes careers in transportation, housing, and 
telecommunications.
  As a father, I know there is nothing parents want more for their kids 
than a life that is better than their own, but only half of all 
Americans today expect their children to have a brighter future than 
they did. The Strengthening Career and Technical Education for the 21st 
Century Act aims to help more Americans, particularly younger 
Americans, obtain the knowledge and skills they need to break the cycle 
of poverty and achieve a lifetime of success.
  A big part of that goal is ensuring Federal policies take meaningful 
steps to address the challenges and realities facing today's students, 
workers, and employers.
  We want State and local leaders to be able to focus their time and 
resources on preparing students for successful careers. H.R. 2353 helps 
with this goal by simplifying the application process for receiving 
Federal funds and providing States and local leaders with the 
flexibility needed to design CTE programs that best meet the needs of 
their local communities.
  Perhaps most importantly, this bill makes improvements on alignment 
with in-demand jobs by supporting innovative learning opportunities and 
encouraging stronger engagement with employers. The bill promotes work-
based learning, a technique that allows potential employers to give 
students hands-on experience.

[[Page H7191]]

  The best thing about this bill is that it is going to be a game-
changer for American students. The second best thing about this bill is 
that it has enjoyed not just bipartisan support, but unanimous support 
in both the House and the Senate so far.
  We are here today to take the last step before sending this vitally 
important legislation to the President for his signature.
  I would be remiss not to personally take a moment to thank the many 
staffers who have made this bill possible: Matthew Brennan, Paul 
Camacho, and Michelle Rakebrand from my office; former staffer Katie 
Brown; Education and the Workforce Committee staffers James Redstone, 
Brad Thomas, Alex Ricci, Mandy Schaumburg, and Amy Jones; and the 
Senate HELP Committee staff, who have worked behind the scenes to get 
us to where we are today.

                              {time}  1245

  This legislation is supported by a unified coalition of education, 
business, and industry organizations. And a specific thank you to 
Boeing, IBM, and the Chamber of Commerce for their leadership.
  Mr. Speaker, I am pleased to be joined by other members of the 
Education and the Workforce Committee to talk about what this bill 
means to our constituents.
  I reserve the balance of my time.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 2 minutes to the gentleman 
from Virginia (Mr. Scott).
  Mr. SCOTT of Virginia. Mr. Speaker, I rise as ranking member of the 
Committee on Education and the Workforce in support of H.R. 2353, the 
Strengthening CTE for the 21st Century Act, which will reauthorize the 
Perkins Career and Technical Education Program, the CTE program.
  Mr. Speaker, the House passed the CTE reauthorization in the last 
Congress and again last year. The Senate made minor changes to the 
bill, and now we are on the verge of final passage today. In passing 
the bill, we will be updating the Federal investment in CTE to provide 
increased State flexibility, while ensuring greater accountability for 
program quality.
  H.R. 2353 will also require a more inclusive collaboration between 
educational institutions, industry, employers, and community partners.
  Today's CTE will not be the vocational education of the past. Workers 
rarely hold the same job for 40 years. Workers often have several jobs 
throughout their careers, which is why modern CTE programs must help 
ensure that students receive a foundational education that will help 
students switch in their career or academic tracks at any time.
  I thank the gentleman from Illinois (Mr. Krishnamoorthi) and the 
gentleman from Pennsylvania (Mr. Thompson) for their bipartisan 
leadership, and, of course, the chair of the Committee on Education and 
the Workforce, Dr. Foxx. Because of their work, the House was able to 
produce a comprehensive reauthorization of Perkins CTE, which will 
improve program quality and services for students, and support 
educational programming that engages all students by linking core 
academic content with real-world, work-based skills development.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I would also like to say 
thank you to the ranking member for his help and leadership with 
marshalling this through the process that we have.
  Mr. Speaker, I yield 1 minute to the gentleman from Tennessee (Mr. 
Roe), a colleague and classmate of mine.
  Mr. ROE of Tennessee. Mr. Speaker, I rise today in support of H.R. 
2353.
  The number one thing I hear from employers back home is that they 
have good-paying jobs available, but they can't find workers who have 
the necessary training or soft skills. I have also heard that employers 
are not engaged early enough in the process, and the reforms in today's 
bill should help address these concerns.
  This bill helps encourage community partnerships and engages 
employers to help ensure employment opportunities for future 
generations. Most importantly, by Congress acting today, we show our 
commitment to help those for whom college may not be the right fit by 
offering them better, skills-based learning opportunities that will 
ultimately result in jobs to support themselves and their families.
  I am also pleased to see the inclusion of provisions from the 
American Dream Accounts Act, which I introduced last week with 
Representative Moulton. This will allow community partnerships to help 
engage kids to plan and save for technical education programs. A 
program in Elizabethton, Tennessee, is doing just this, with promising 
results.
  With these important reforms, we can help ensure that the labor force 
of tomorrow has the skills it needs today. I urge support.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 2 minutes to the gentleman 
from Rhode Island (Mr. Langevin).
  Mr. LANGEVIN. Mr. Speaker, as co-chair of the bipartisan Career and 
Technical Education Caucus, I am proud to rise in strong support of the 
Senate amendment to H.R. 2353, the Strengthening Career and Technical 
Education for the 21st Century Act.
  This important bill is long overdue. The Carl D. Perkins CTE Act 
hasn't been reauthorized in more than a decade, and updating it is a 
vital step toward supporting students and businesses across the 
country.
  In particular, I would like to thank my CTE Caucus co-chair, 
Representative Glenn ``GT'' Thompson, for his leadership on this bill 
and partnership in Congress on this issue over the last many years.
  I also want to recognize my House and Senate colleagues on both sides 
of the aisle, including Chairwoman Foxx, Ranking Member Scott, and 
Congressman Krishnamoorthi, who have demonstrated great bipartisanship 
in crafting this legislation.
  I also thank the many partners from across the country from education 
and the business community for their work on this important bill, and 
also the many staffers who worked so hard on this, particularly Kerry 
McKittrick from my staff, and former staffers Sam Morgante and Kirtley 
Fisher over the years as well.
  For the past 10 years, I have heard the same concern from employers 
in Rhode Island, that they are unable to find skilled workers to fill 
open jobs in manufacturing, IT, and other skilled trades, and it is 
hurting their businesses. I know that other Members have heard this 
from their businesses across the country as well.
  Mr. Speaker, we need to ensure our workforce is equipped with the 
tools that they need to meet these demands in order to close the skills 
gap, especially skills for our young people entering the workforce.
  By aligning CTE programs with industry needs, we will ensure students 
are learning the academic, technical, and employability skills to 
succeed in growing economic sectors.
  I am proud that the Strengthening CTE for the 21st Century Act does 
just this, while making other important reforms that I have long 
championed, including expanding access to apprenticeships to give 
students valuable, hands-on learning experiences and supporting career 
counselors to guide students down appropriate academic and career 
paths.

  With these components, I am proud to support the Senate amendment to 
H.R. 2353, and I urge my colleagues to join me in supporting this 
important bill.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, first of all, my thanks to 
Mr. Langevin for his longtime friendship and leadership on career and 
technical education.
  I yield 1 minute to the gentleman from Minnesota (Mr. Lewis).
  Mr. LEWIS of Minnesota. Mr. Speaker, I thank Mr. Thompson for his 
leadership on this legislation, as well as Chairman Foxx, Ranking 
Member Scott, and my colleagues on the Education and the Workforce 
Committee.
  This great bipartisan effort could not come at a more critical time. 
As our economy continues to boom, employers across the Nation are 
struggling to find the skilled workers needed to fill well-paying jobs 
and grow their businesses. The legislation here strengthens the Perkins 
Act to ensure students gain the necessary skills to compete in the 
modern economy.
  I am particularly pleased that the final legislation includes my 
provisions to encourage and expand dual enrollment opportunities, 
putting more students on the fast track to a great career.

[[Page H7192]]

  Minnesota's Second District is home to some great technical colleges, 
and dual enrollment allows high school students to access these 
programs and to begin working toward an in-demand credential or degree.
  I am proud to support this bill to close the skills gap and help our 
students succeed.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 2 minutes to the gentleman 
from Minnesota (Mr. Nolan).
  Mr. NOLAN. Mr. Speaker, I rise in support of this critically 
important bipartisan reauthorization of the Career and Technical 
Education Act.
  I want to especially commend Chairwoman Foxx; Ranking Member Scott; 
and, of course, the real hard workers on this deal, Mr. Krishnamoorthi 
and Mr. Thompson; and all the original cosponsors, staff, and people 
who support this legislation.
  Time and again, when I visit with owners and managers of 
manufacturing facilities in my northern Minnesota district, I am told 
two things. The first is that the employees they have hired who 
participated in the Career and Technical Education Act are among the 
very best that they have in their employment. The second point that 
they make is that they need more CTE-trained employees. All up and down 
the line, from healthcare, to construction, information technology, 
aviation, transportation, you name it, the list goes on, and the jobs 
are waiting.
  This bill adds important new provisions to expand and update CTE, so 
that they can be filled. It gives States more flexibility to focus on 
the jobs and careers in high demand in their regions. Employers and 
communities get the tools that they need to develop stronger 
partnerships and to engage students and grow our local economies. And 
students get the tools that they need to compete and succeed in 21st 
century jobs and the economy.
  That is what this is all about, Mr. Speaker. It is about more good-
paying jobs. It is about great opportunities for students to learn and 
develop valuable skills, to develop more dynamic growth for an economy 
in need of the best, most-skilled workers that America can provide.
  I urge all of my colleagues to support this critical and important 
legislation.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
gentleman from Georgia (Mr. Allen).
  Mr. ALLEN. Mr. Speaker, it is very refreshing here and a historic day 
in Congress when we are working together to do something big, and I am 
just proud to be a part of it.
  During my time in Congress, I have traveled the 12th District, 
visiting many schools, and I have spoken to numerous groups of young 
students. One question I always ask is why they are getting an 
education.
  Typically, students will respond with a wide variety of reasons, but 
the answer is to prepare for a job, to build a successful career, to 
live the American Dream. Oftentimes, a 4-year degree isn't the right 
fit.
  Work is a God-given right, and I believe that young people today have 
the greatest opportunity to live the American Dream than at any time in 
my lifetime. I am proud to say that I helped create legislation that 
prioritizes these in-demand job skills and education.
  H.R. 2353, the Strengthening Career and Technical Education for the 
21st Century Act, does a lot of great things. But as a small-business 
owner, I made sure, during the drafting process, that this legislation 
would bridge the gap between the business and education community by 
finally bringing business leaders to the table to create CTE programs 
for in-demand jobs in our hometowns.
  Thanks to tax reform and deregulation, our economy is booming: 6.7 
million jobs are open and available, and the American Dream is right 
there for the taking.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 2 minutes to the gentlewoman 
from California (Mrs. Davis).
  Mrs. DAVIS of California. Mr. Speaker, I am pleased that our 
colleagues in the Senate have joined the House in passing career and 
technical education legislation. I want to thank Chairwoman Foxx and 
Ranking Member Scott, along with our authors of the bill, for your 
leadership in moving the House version of this bill through committee.
  Also, today, we gathered experts from across the country to 
participate in the committee's first Workforce Innovation Forum. We 
just had an opportunity to hear from these innovators from cities 
around the country about the importance of investments and workforce 
development programs, and they shared how Federal investments can spur 
private investments in students, raise public awareness--very, very 
critical--of these programs, and connect workers to jobs in 
their communities.

  CTE provides a crucial link between the K-12 system and the 
workforce, and allows promising students to prepare for fields where 
high-paying jobs are available.
  Mr. Speaker, every day, families across America gather around the 
kitchen table to discuss college and career options, and we need to 
make sure that high-need job development programs are a bigger part of 
that conversation. Students and parents need good, current information 
to make these critical decisions.
  The flexibility in many of these programs offers our students less 
time in the classroom and more time in the workplace. And the hands-on 
education model keeps people engaged while teaching necessary soft 
skills before graduation.
  Every person deserves a quality education, and every community 
deserves a thriving local economy with highly skilled workers. I am 
proud to support career and technical education, and look forward to 
working with our community partners to implement this very important 
legislation.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 2 minutes to the 
gentleman from Michigan (Mr. Walberg), a subcommittee chairman of the 
Education and the Workforce Committee for the Health, Employment, 
Labor, and Pensions Subcommittee.

                              {time}  1300

  Mr. WALBERG. Mr. Speaker, I rise in strong support of H.R. 2353, the 
Strengthening Career and Technical Education for the 21st Century Act. 
I also thank my colleagues and sponsors of this legislation, 
Representative Thompson from Pennsylvania and my good friend from 
Illinois, Representative Krishnamoorthi.
  As I have met with students, teachers, and employers in my district, 
I have consistently heard the need to expand CTE opportunities and 
invest in a skilled workforce.
  In today's economy, we need to celebrate the fact that not everyone 
follows the same path. While many students pursue 4-year degrees, many 
others know their sweet spots lie somewhere else.
  Career and technical education provides students with hands-on 
experience that can lead to a good paying job and a rewarding career.
  I am also pleased this bipartisan legislation includes my provisions 
to address unnecessary and duplicative licensing requirements that act 
as a barrier for workers trying to get their foot in the door.
  I commend my colleagues on the Education and the Workforce Committee 
for making it a priority to modernize and strengthen CTE programs.
  Coming from a manufacturing hub like Michigan, this bill will make a 
big difference for the hardworking men and women of our State.
  Let's pass it today and help every American pursue their personal 
paths to the American Dream.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 2 minutes to the gentleman 
from Connecticut (Mr. Courtney).
  Mr. COURTNEY. Mr. Speaker, I rise today as a member of the Education 
and the Workforce Committee in strong support of the Strengthening 
Career and Technical Education for the 21st Century Act.
  This bill will reauthorize the Perkins Career and Technical Education 
Act for the first time since 2006.
  Mr. Speaker, I congratulate Chairwoman Foxx, Ranking Member Scott, 
Congressman Thompson, and Congressman Krishnamoorthi for their hard 
work getting this measure through both chambers for the first time in 
12 years.
  This bill is about preparing secondary and post-secondary students 
with the academic, technical, and employability skills required to be 
successful in the workforce at a critical time for our economy.

[[Page H7193]]

  For example, according to the National Association of Manufacturers, 
there will be more than 3.5 million open manufacturing jobs through 
2025, and unless we can better prepare that future workforce, 2 million 
of these jobs will go unfilled.
  This reauthorization will incentivize technical schools to boost 
performance by providing schools with more flexibility that will allow 
schools to use Federal grant money to align casework and training with 
the workforce needs in their region.
  In eastern Connecticut and Rhode Island, as we ramp up submarine 
production that will require 14,000 new workers over the next 8 years, 
an updated Perkins law will be an asset to the Electric Boat shipyard 
and submarine suppliers for years to come.
  My district is home to four technical high schools: Norwich, Windham, 
Grasso, and Ellis Technical High School. In May, I had the opportunity 
to visit Ellis Tech in Danielson and saw firsthand the impressive 
programs offered to their 600-plus students from 20 towns in the 
region.
  In addition to the programming at the school, Ellis partners with 
local community colleges to offer juniors and seniors the opportunity 
to receive college credits and reduce the cost of higher education.
  This bill will take programs like Ellis to a higher and better place 
just in the nick of time for our economy.
  Mr. Speaker, I strongly urge my colleagues to support final passage 
of this important measure to build a stronger American workforce.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 2 minutes to the 
gentleman from Alabama (Mr. Byrne), another of our subcommittee 
chairmen in the House Education and the Workforce Committee, and the 
chairman of the Workforce Protections Subcommittee.
  Mr. BYRNE. Mr. Speaker, I thank the gentleman for yielding.
  Mr. Speaker, we have a skills crisis in our country. We actually have 
more job openings than we have unemployed Americans. This is keeping 
our economy from reaching full potential.
  So how do we solve this problem? Well, a big way is through expanding 
career and technical education programs. As the demands of the 
workforce continue to change and become more complex, these programs 
are critical to building the workforce of the 21st century.
  I have seen these programs firsthand back in Alabama in our high 
schools, when I was the chancellor of post-secondary education, and I 
saw it at work in our 2-year colleges.
  They benefit the local economy by helping fill open jobs, but they 
make the lives of our students intrinsically better by connecting them 
with the skills they need to thrive.
  Mr. Speaker, I urge my colleagues to support this bill and show the 
strong bipartisan support that we showed when it passed the House the 
first time.
  Career and technical education is for everybody in America, and 
America's House needs to stand up and support it.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield 2 minutes to the gentlewoman 
from Oregon (Ms. Bonamici).
  Ms. BONAMICI. Mr. Speaker, I thank my colleague for yielding.
  As a member of the Education and the Workforce Committee, I rise 
today in strong support of H.R. 2353, the bipartisan Strengthening 
Career and Technical Education for the 21st Century Act, a bill to 
support students and prepare them for the future.
  Mr. Speaker, I thank my colleagues on both sides of the aisle for 
their work on this important legislation.
  In Oregon, current technical education classes, like Beaverton's 
Aloha High School's Auto Tech program and Newberg High School's CAD 
Lab, engage more students, boost graduation rates, and give students 
the opportunity to learn real world skills.

  Federal CTE funding provides critical equipment that schools need to 
make these hands-on classes meaningful experiences for students in 
Oregon and across the country.
  I am proud that this bill includes the amendment I worked on with 
Representative Elise Stefanik, my cochair of the STEAM Caucus, to 
encourage the integration of arts and design skills into STEM CTE 
programs. Our provision will help make sure that the next generation of 
students are creative and innovative by fully engaging and educating 
both halves of the brain through art and design.
  Mr. Speaker, I want to, again, thank my colleagues, and especially 
Ranking Member Scott and Chairwoman Foxx for their leadership on this 
issue. We have been waiting for a long time for this bipartisan bill, 
and I am proud to stand in strong support today.
  Mr. Speaker, I urge all of my colleagues to support this legislation.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
gentleman from Wisconsin (Mr. Grothman).
  Mr. GROTHMAN. Mr. Speaker, I am pleased to speak on this bill.
  As anybody who talks to the average person knows, in this country 
today, we have a huge labor shortage of people ready to do the type of 
jobs that industry needs.
  I have more manufacturing jobs in my district than any other 
congressman around the country, and the number one problem we have is 
we can't find people to do those jobs. We all have medical facilities 
around this country, and again and again, nurses or other skilled 
people are not available for the huge number of job openings that are 
out there.
  Meanwhile, we have hundreds of thousands, maybe millions of people 
getting 4-year degrees or part of 4-year degrees and not finding jobs 
that pay anywhere near as good as some of the jobs you can get at a 
technical school.
  Earlier this morning I looked at a local technical school here in 
town that had a demonstration project on some of the robotics training 
that they are doing, and we had people who are starting at $25, $30, 
$35 an hour, and that is before overtime. And these people, because the 
degrees take only 2 years to get and frequently allow you to live at 
home, are graduating without debt, unlike many people who have been 
foolishly told to go to a 4-year college and are not getting a lot out 
of it.
  So I am pleased today to vote for the Career and Technical Education 
for the 21st Century Act, which will also reduce, to a degree, 
paperwork required by the Federal Government.
  The SPEAKER pro tempore (Mr. Emmer). The time of the gentleman has 
expired.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield an additional 30 
seconds to the gentleman from Wisconsin.
  Mr. GROTHMAN. Mr. Speaker, I would also just like to thank those 
businesses out there that are training people out there without the 
benefit of government education at all, because those are also 
sometimes frequently very good jobs.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I reserve the balance of my time.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield 1 minute to the 
gentleman from Georgia (Mr. Ferguson), a fellow colleague from the 
Education and the Workforce Committee.
  Mr. FERGUSON. Mr. Speaker, I rise today in favor of H.R. 2353. It has 
been a year since this House passed reauthorization, and I am thrilled 
the Senate finally took action to pass the bill earlier this week.
  This legislation is vital to supporting career and technical 
education, such as apprenticeship programs, all across my district.
  As I have spoken with folks back home, I have heard time and time 
again from businessowners the importance of training a new generation 
of skilled workers. Many of the current employees are nearing 
retirement age, and these businessowners are facing an ever-shrinking 
pool of skilled labor.
  I also see students seeking more opportunities other than a 4-year 
degree.
  CTE programs are a solution for both of these groups, and I am proud 
that there are so many examples of this in the Third District of 
Georgia.
  In fact, today, Kathy Carlisle from the THINC Academy in LaGrange, 
Georgia, testified in front of the Education and the Workforce 
Committee. Dr. Carlisle shared how THINC has contributed to a community 
revitalization success story and what happens when the local leaders of 
the business community and innovative educators come together.
  The SPEAKER pro tempore. The time of the gentleman has expired.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, I yield an additional 30

[[Page H7194]]

seconds to the gentleman from Georgia.
  Mr. FERGUSON. This bill will continue these opportunities, increasing 
funding, and giving States more flexibility to implement innovative 
programs.
  Most importantly, a diverse group of members from our community from 
all socioeconomic backgrounds stand on the edge of success, and this 
will help get them there.
  Mr. Speaker, I look forward to seeing this bill pass, and I urge 
everyone to support it.
  Mr. KRISHNAMOORTHI. Mr. Speaker, I yield myself such time as I may 
consume.
  Mr. Speaker, I want to say thank you, again, to Congressman G.T. 
Thompson, Chairwoman Foxx, Ranking Member Scott, all the members of the 
Education and the Workforce Committee, all the staff on the Education 
and the Workforce Committee, and a point of personal privilege, Sam 
Morgante and Brian Kaissi for their yeoman's work on my staff.
  The CTE bill will begin a career and technical education revolution 
in this country. It will allow us to equip millions of young people and 
those in career transition with the skills to take the jobs of the 
future.
  There are 6.7 million unfilled jobs that are waiting to be filled by 
motivated, enterprising, hardworking people who seek a middle class 
lifestyle, which is the American Dream.
  Mr. Speaker, I urge strong support of this landmark legislation, and 
I yield back the balance of my time.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, may I inquire how much 
time remains on my side of the aisle?
  The SPEAKER pro tempore. The gentleman from Pennsylvania has 5 
minutes remaining.
  Mr. THOMPSON of Pennsylvania. Mr. Speaker, today what we are talking 
about is restoring rungs in the ladder of opportunity. This is about 
providing better access to more effective skills-based education for 
all Americans.
  A lot of people listening sometimes think about career and technical 
education, and appropriately, they think about our kids who we are 
trying to equip and prepare them to be successful in life, to have 
better lives than what we have had as their parents, and we certainly 
are here to do that. This legislation does serve those kids.
  But this legislation serves Americans at any age, at every point in 
their life, to be able to tap back into a system, to get a little bit 
more training, a certification, a specialization, to be able to get a 
promotion, to get a better job. And it really is about upward mobility, 
Mr. Speaker.
  I would say on every school day somewhere around this country, there 
is a student, maybe a young lady, that is not really motivated to get 
out of bed to go off to school, because she is someone that doesn't 
learn perhaps as well as others in a conventional education setting 
where people are lecturing and, you know, just being in the classroom 
setting. And she is reluctant. When she does go to school, my guess is 
she is probably in that classroom, and many times you find her with her 
head down on her desk.
  But if you put the tools, Mr. Speaker, of career and technical 
education in her hands, she becomes inspired. Now, that could be a 
welder, it could be wrenches, it could be a hammer, it could be a 
keyboard, it could be a paintbrush, it could be a stethoscope, it could 
be the tools of agriculture. There are just so many tools. You put one 
of those tools in her hands, she is inspired. You have lit her life on 
fire of what is possible.
  I would say this morning, when we all got up and we are having our 
breakfast, somewhere in America, many places in America, there were 
young families sitting around the table, maybe a husband and wife that 
have maybe young children, who, because of unemployment or 
underemployment, they are just wondering how they are going to pay the 
bills. This is a piece of legislation that serves that man and that 
woman to be able to get back into the workforce. Perhaps, Mr. Speaker, 
to get back into the workforce for the first time in a generation.

                              {time}  1315

  For those folks who are living in intergenerational poverty, they 
have been in poverty so long that they don't recall what happened in 
generations past that placed their family in that situation. But this 
is a rung on the ladder of opportunity to climb out of those 
circumstances.
  Mr. Speaker, there are many places in this country today where 
employers are waking up faced with a difficult decision. They have had 
a business that has been very, very successful. They have done well in 
life, and they have got a great product or a great service. They have 
got a great location. They have got a great marketing plan. They have 
got a great compliance plan to deal with overregulation. But what they 
don't have is a qualified and trained workforce.
  They have two decisions to make that morning. All of it involves 
shuttering that business, closing it, putting plywood on the doors and 
the windows, and just walking away and enjoying what they have earned 
and accumulated; or moving that business overseas where, perhaps, there 
are more warm bodies to be able to fill those jobs.
  This bill serves those employers as well.
  And so, once again, I want to thank Representative Krishnamoorthi as 
well as all of the Members of the House Committee on Education and the 
Workforce.
  Mr. Speaker, I urge all Members to support the Senate amendment to 
H.R. 2353, and I yield back the balance of my time.
  Mr. ESTES of Kansas. Mr. Speaker, as a member of the Education and 
the Workforce Committee, and representative of Kansas' manufacturing 
hub known as the Air Capital of the World . . . I have heard repeatedly 
about the skills gap facing employers and today's labor force.
  For a generation . . . many have stressed the importance of a 4-year 
degree over that of a technical skill.
  While a 4-year degree remains vitally important . . . we must not 
forget the equal need for career and technical education . . . 
especially when our economy now has more job openings than qualified 
applicants.
  That's why I'm proud to support H.R. 2353.
  This bipartisan bill helps more Americans enter the workforce with 
skills they need to succeed.
  The bill provides local leaders more resources and flexibility to 
adapt to changing education and economic needs; supports more 
collaboration between employers and educators to close the skills gap; 
streamlines performance measures for CTE programs; and reigns in 
Washington's control over individual curriculums and performance.
  I urge my colleagues to support this bill.
  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 concur in the Senate amendment to the bill, H.R. 2353.
  The question was taken; and (two-thirds being in the affirmative) the 
rules were suspended and the Senate amendment was concurred in.
  A motion to reconsider was laid on the table.

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