[Senate Report 115-434]
[From the U.S. Government Publishing Office]


                                                     Calendar No. 517
115th Congress       }                      {                 Report
                                 SENATE
 2d Session          }                      {                 115-434

======================================================================



 
 STRENGTHENING CAREER AND TECHNICAL EDUCATION FOR THE 21ST CENTURY ACT

                                _______
                                

               December 19, 2018.--Ordered to be printed

                                _______
                                

  Mr. Alexander, from the Committee on Health, Education, Labor, and 
                   Pensions, submitted the following

                                 REPORT

                         [To accompany S. 3217]

      [Including cost estimate of the Congressional Budget Office]

    The Committee on Health, Education, Labor, and Pensions, 
reported an original bill (S. 3217) to reauthorize the Carl D. 
Perkins Career and Technical Education Act of 2006, having 
considered the same, reports favorably thereon without 
amendment and recommends that the bill do pass.

                                CONTENTS

                                                                   Page
  I. Purpose, need for legislation, and goals of reauthorization......1
 II. Legislative history and committee action.........................2
III. Explanation of bill and committee views..........................2
 IV. Regulatory impact statement.....................................16
  V. Application of law to the legislative branch....................16
 VI. Cost estimate...................................................16
VII. Section-by-section analysis.....................................18
VIII.Changes in existing law.........................................31


              I. Purpose, Need for Legislation, and Goals 
                           of Reauthorization

    The Strengthening Career and Technical Education for the 
21st Century Act is a comprehensive reauthorization of the Carl 
D. Perkins Career and Technical Education Act of 2006 (CTE) 
that reflects bipartisan consensus among members of the Senate 
on necessary improvements to the law.
    These improvements will allow more students to attain the 
education and skills required to succeed in high-skill, high-
wage, or in-demand occupations. This bill ensures the 
collaboration between States and local programs, the business 
community, and workforce development systems so that CTE 
programs are meeting the needs of the local economy. The bill 
also makes improvements to program accountability to ensure the 
quality of programs and student success.
    This bill updates the law to reflect recent legislative 
changes in education and workforce policy. In 2015, Congress 
passed the Every Student Succeeds Act (ESSA), a bill to 
reauthorize the Elementary and Secondary Education Act of 1965 
(ESEA). In 2014, Congress passed the Workforce Innovation and 
Opportunity Act (WIOA), a bill succeeding the Workforce 
Investment Act as the Nation's primary Federal workforce 
legislation. The bill aligns with these laws so that there is 
consistency across Federal education and workforce laws, 
allowing grant recipients to more easily comply with Federal 
laws.

              II. Legislative History and Committee Action

                        COMMITTEE CONSIDERATION

    On June 26, 2018, the committee held an executive session 
to consider an original bill to reauthorize the Carl D. Perkins 
Career and Technical Education Act.
Amendments Offered and Subsequently Withdrawn
    1. Senator Murkowski offered then withdrew an amendment to 
require each eligible agency to consult with the State agency 
responsible for supervision of campuses of post-secondary 
institutions that are engaged in providing post-secondary 
career and technical education as part of their mission in 
developing the State plan.
    2. Senator Cassidy offered then withdrew an amendment to 
support coding education.
    3. Senator Burr offered then withdrew an amendment to 
adjust the State allotments.
    4. Senator Young offered then withdrew an amendment to 
amend the charter of the Future Farmers of America, and for 
other purposes.

              III. Explanation of Bill and Committee Views

    The Strengthening Career and Technical Education for the 
21st Century Act is a comprehensive reauthorization of the Carl 
D. Perkins Career and Technical Education Act of 2006 (CTE). 
This report explains the views of the committee on updates to 
the law.

                              DEFINITIONS

    The committee bill updates important definitions.
Career and Technical Education
    The bill revises the definition of ``career and technical 
education'' to support alignment with the Elementary and 
Secondary Education Act of 1965 and the Workforce Innovation 
and Opportunity Act. The updated definition includes the term 
``recognized post-secondary credential'' to align with other 
Federal education and workforce laws. The definition retains 
the focus on industry-recognized credentials, certificates, and 
associate degrees. This updated definition also supports work-
based learning, career exploration, and coordination between 
secondary and post-secondary programs.
Eligible Institution
    The bill maintains the definition of an ``eligible 
institution,'' but changes the order to include as a consortium 
of two or more of the entities as listed first in the text of 
the bill rather than last. The bill also adds two new entities, 
the first being an Indian Tribe, Tribal organization, or Tribal 
education agency that operates a school or may be present in 
the State, and the second being a tribally controlled college 
or university. As the eligible institution definition is used 
in the distribution of funds for post-secondary education 
programs, the committee notes that the definition of eligible 
institution includes 4-year institutions, but funds should not 
be used for baccalaureate or post-baccalaureate programs 
offered at that institution.
Out-of-Workforce Individual
    The bill updates the term ``displaced homemaker'' with the 
term ``out-of-workforce individual.'' The definition in the 
bill includes individuals defined as ``displaced homemakers'' 
under the Workforce Innovation and Opportunity Act. Out-of-
workforce individuals are also a special population under this 
bill.
Program of Study
    In defining ``program of study,'' the committee intends for 
this provision to provide students with strong experience in, 
and a comprehensive understanding of, all aspects of an 
industry throughout a student's program of study. In addition, 
the committee notes that a secondary education should provide a 
seamless transition into post-secondary programs. When 
referring to ``multiple entry and exit points that incorporate 
credentialing,'' the committee intends for programs of study to 
provide opportunities for students to obtain portable and 
stackable credentials throughout the course of their education, 
careers, and progression through career pathways.
Recognized Post-Secondary Credential
    The bill uses the Workforce Innovation and Opportunity Act 
definition for this term to standardize it across Federal 
education and workforce laws. The committee does not intend for 
this addition to allow funds provided under this Act to support 
the attainment of baccalaureate degrees, but instead to support 
CTE programs and programs of study integrated into career 
pathways aligned with workforce and education systems.
Special Populations
    The committee intends for the Department to interpret 
foster care within the special populations definition as a 24-
hour substitute care for children placed away from their 
parents or guardians and for whom the title IV-E agency has 
placement and care responsibility. This includes, but is not 
limited to, placements in foster family homes, foster homes of 
relatives, group homes, emergency shelters, residential 
facilities, child care institutions, and preadoptive homes. A 
child is in foster care in accordance with this definition 
regardless of whether the foster care facility is licensed and 
payments are made by the State, Tribal or local agency for the 
care of the child, whether adoption subsidy payments are being 
made prior to the finalization of an adoption, or whether there 
is Federal matching for any payments that are made.
    The committee intends for an eligible agency or eligible 
recipient to report on special populations served. The 
committee recognizes that eligible agencies and eligible 
recipients may not serve every special population, and for 
reporting requirements in this bill they shall simply State 
when they do not serve a special population. For example, an 
institution of higher education that does not serve a child in 
foster care should indicate that in reporting.

                              PROHIBITIONS

    The bill maintains and updates the Carl D. Perkins Career 
and Technical Education Act of 2006 prohibitions related to 
standards, curriculum, program of instruction, and 
instructional content. The bill also includes a ``Notice to 
Congress'' that requires the Secretary provide a notice of 
intent to issue a proposed rulemaking to Congress 15 days prior 
to issuing such notice under the Strengthening Career and 
Technical Education for the 21st Century Act. The Secretary 
must also provide Congress with an opportunity to make comments 
on the proposed rulemaking prior to issuing the notice. In 
addition, the Secretary must also include and seek to address 
all comments submitted by Congress during this 15-day review 
period in the public record for the regulation published in the 
Federal Register. Language is included to clarify that this 
congressional notice requirement does not affect the 
applicability or interpretation of the Congressional Review Act 
or the Administrative Procedure Act. The committee intends for 
this provision to provide additional clarity to the issuance of 
regulations by the Secretary and an opportunity for Congress to 
provide comment to clarify intent of the law, but this 
provision does not prohibit the Secretary from pursuing the 
regulatory process nor permit Congress to delay a proposed 
regulation.

          Title I--Career and Technical Education Assistance 
                             to the States

                    PART A--ALLOTMENT AND ALLOCATION

Reservations and State Allotment
    The bill maintains current reservations of funding for 
Native American Programs and Tribally controlled post-secondary 
career and technical institutions. Further, the State allotment 
for foundational grants updates the hold harmless provision in 
current law to use the amount that a State received in fiscal 
year 2018 as a foundational amount. In any fiscal year that 
Congress provides the same overall programmatic funding as the 
amount provided in fiscal year 2018, each State shall receive 
the same amount of funds as it received in fiscal year 2018. In 
any fiscal year that Congress funds the overall program below 
the fiscal year 2018 funding level, each State shall receive a 
proportion of those funds equal to the proportion of the 
overall amount it received in fiscal year 2018. In any fiscal 
year where Congress funds the program higher than the fiscal 
year 2018 level, a State will receive the same amount of funds 
it received in fiscal year 2018 plus its share of the funds 
above the fiscal year 2018 funding level as calculated using a 
modified current law formula. The new structure maintains small 
State protections within the calculation of the additional 
funds.
Within State Allocation
    The bill would increase the amount of funds available for 
the State reserve fund from 10 percent to 15 percent of the 
State allotment for grant awards to eligible recipients for CTE 
activities. It would further increase the maximum percentage of 
funds to be used to support individuals in State institutions 
from 1 percent to 2 percent and adds a provision to require an 
eligible agency to use funds made available for State 
leadership activities to support the recruitment of special 
populations to CTE programs. Finally, the measure would update 
the use of the reserve fund to allow an eligible agency to 
award grants to recipients in rural areas, areas with high 
numbers or percentages of CTE concentrators or CTE 
participants, or to areas with gaps and disparities in 
performance between all students served under this bill and any 
subgroup or special population. Consistent with Perkins IV, the 
committee does not intend for an eligible agency to only award 
grants to recipients who simultaneously meet all three criteria 
described above. For example, an eligible agency would meet the 
requirements of the law by making an award solely to recipients 
in rural areas.
    The bill includes a new reservation of State leadership 
activity funds under this section to recruit special 
populations that is inclusive of the recruitment of individuals 
with disabilities at the secondary and post-secondary levels. 
Inclusion of individuals with disabilities in high-quality CTE 
programs can improve educational and career outcomes for all 
students. In carrying out this provision, eligible agencies, 
should include the recruitment of students with disabilities to 
ensure they are afforded equal opportunity to enter into 
programs of study, particularly at the secondary level, that 
lead to high-wage, high-skill or in-demand employment or post-
secondary education and training. Funds may be used to recruit 
potential students with disabilities and to make family 
members, community members, and program personnel aware of the 
emphasis on recruiting students with disabilities.
Accountability
            CTE Concentrators
    This bill establishes a definition of a ``CTE 
Concentrator'' in law to clarify how States report student 
results for the accountability system under Perkins. 
Accountability under this bill will only apply to the all ``CTE 
concentrators'' group, as a single group, defined at the 
secondary school level as a student who has completed at least 
two courses in a single career and technical program or program 
of study. At the post-secondary level, a ``CTE concentrator'' 
is a student who has enrolled in at least 12 cumulative credits 
within a career and technical education program or program of 
study, or any student who has completed a career and technical 
education program or program of study if the program 
encompasses fewer than 12 credits or the equivalent in total.
            Indicators of Performance
    This bill updates requirements that eligible agencies 
identify core indicators of performance for both the secondary 
and post-secondary level in their State plan. At the secondary 
level, the eligible agency must include, at a minimum, five 
core indicators of performance. The bill has specific 
requirements for four of these core indicators, but provides 
the eligible agency options when choosing the remaining 
required core indicator.
    For the fourth required core indicator of performance, 
eligible agencies serving students at the secondary level must 
choose one of three indicators of career and technical 
education program quality that include graduating from high 
school having:

    (1) attained a recognized post-secondary credential,
    (2) attained post-secondary credits in relevant CTE 
programs or programs of study through dual or concurrent 
enrollment, or
    (3) having participated in work-based learning.

    The eligible agency is only required to choose one of the 
three indicators noted above, and when setting levels, eligible 
agencies and eligible recipients, if eligible recipients choose 
to set their own levels pursuant to the Accountability section 
of the bill, are responsible for setting levels for the State-
selected indicators. However they may report on all three 
indicators. These three options of program quality were 
included in the bill because they are indicators of high-
quality CTE programs, and the committee sees all three elements 
as inclusive of program quality. The committee recognizes that 
an eligible agency or eligible recipient may choose to report 
on all three elements though it is not a requirement of the 
bill and reporting is distinct from accountability. 
Additionally, the eligible agency may include any other measure 
of student success in career and technical education that is 
statewide, valid, and reliable, and comparable across the 
State.
    Eligible agencies and eligible recipients must also include 
proficiency on State standards as established under ESSA and as 
measured by the academic assessments adopted under that same 
law as one of the core indicators for all CTE concentrators. 
The committee expects for the same academic standards and 
proficiency levels adopted under ESSA to be used in the 
statewide accountability system established under this bill for 
all CTE concentrators.
    The fifth indicator of performance measures CTE 
concentrator participation in non-traditional fields, meaning 
their enrollment and participation in programs or programs of 
study that lead to occupations where one gender comprise less 
than 25 percent of the individuals employed in each such 
occupation or field of work.
            State Determined Levels of Performance
    This bill maintains and updates requirements that eligible 
agencies identify core indicators of performance for both the 
secondary and post-secondary level in their State plan. The 
eligible agencies will set their own State-determined levels of 
performance for the core indicators of performance for both the 
secondary and post-secondary level in their State plan. An 
eligible agency may request technical assistance from the 
Secretary in setting these levels if the eligible agency 
chooses.
    Under current law, eligible agencies set levels of 
performance for each of the core indicators of performance 
through negotiations with the Secretary of Education. Under 
this bill, eligible agencies will set their own State-
determined levels of performance and no longer negotiate with 
the Secretary as they establish State-determined levels of 
performance. The eligible agency may request technical 
assistance from the Secretary. However, the Secretary may 
disapprove an eligible agency's plan if the overall plan fails 
to meet the requirements of the bill or if the State-determined 
levels of performance do not meet specific requirements in the 
bill, which include, at a minimum, that:

    (1) the State-determined levels of performance are 
expressed in a percentage or numerical form;
    (2) the State continually make meaningful progress toward 
improving the performance of all ``CTE Concentrators'', 
subgroups, and special populations;
    (3) the levels of performance are subject to a public 
comment period and the eligible agency includes responses to 
those comments in the State plan;
    (4) when adjusting, the State takes into account how the 
levels of performance compare with other States; and
    (5) the levels of performance take into account the extent 
to which the levels of performance advance the eligible 
agency's goals, as set forth in the State plan.

    The Secretary cannot set a level of performance, but can 
disapprove a plan if an eligible agency does not meet the 
minimum requirements of the bill.
    The committee intends for eligible agencies to continue 
current practice and set different performance levels, as 
appropriate, for each secondary and post-secondary core 
indicator. Once the eligible agency sets the performance level 
for the group of all CTE concentrators for each core indicator, 
then that level must be used for subgroups of students and 
special populations for such indicator.
    This bill maintains the requirement for eligible agencies 
and eligible recipients to continuously make meaningful 
progress toward improving the performance of all CTE students 
as measured under the bill. The committee intends for an 
eligible agency or an eligible recipient, when adjusting levels 
of performance as outlined later in this report, to adhere to 
the requirements of the bill and may lower the projected levels 
of performance as long as the new levels of performance are 
higher than the average actual performance of the 2 most 
recently completed program years.
    Eligible recipients are able to accept the State-determined 
levels of performance for the 4 years of the local application, 
or they may negotiate different local levels of performance 
with the eligible agency. If the eligible agency and eligible 
recipient negotiate the performance level for the group of all 
CTE concentrators for each core indicator, then that level must 
be used for subgroups of students and special populations for 
such indicator. The requirements for setting these levels 
mirror the eligible agency requirements, with the exception of 
the public comment requirements. Eligible recipients may also 
take into account the differences between local economic 
conditions, and their ability to collect and access valid, 
reliable and cost-effective data.
            Public Comment
    Eligible agencies must continue to consult a variety of 
stakeholders, as laid out in this bill, in establishing 4 years 
of performance levels. In addition, at least sixty days prior 
to the eligible agency's submission of the State plan, the 
eligible agency must provide these stakeholders and the public 
with the opportunity to provide written comments about how the 
levels of performance:

    (1) meet the requirements of the law;
    (2) support the improvement of performance for all CTE 
concentrators including each subgroup of students and special 
population; and
    (3) support the needs of the local education and business 
community.

    The stakeholder comments and the eligible agency's response 
to comments must be included in the State plan prior to the 
State plan being submitted to the Secretary for approval. The 
committee intends for this public comment period to be a 
process that provides helpful information to eligible agencies 
for setting accurate and appropriate performance levels.
            Allowable Adjustments of State Determined Levels
    The eligible agency and eligible recipient may adjust a 
performance level for a single core indicator or multiple core 
indicators prior to the third year if it chooses. The committee 
recognizes that States or local areas may have a different 
student body over time than they anticipated when creating 
their levels for the 4 years of their plan. When adjusting 
levels after the first 2 years, eligible agencies must take 
into account how the levels of performance involved compare 
with other States, however, the committee recognizes that 
actual student populations vary by States and that variation 
may be considered when making these comparisons. If an eligible 
agency or eligible recipient adjusts performance levels, they 
must set the adjusted level for a core indicator in a 
percentage or numerical form that is higher than the average 
actual performance level of the 2 most recently completed 
program years. However, an eligible agency or the eligible 
recipient may also revise their levels of performance if they 
experience unanticipated circumstances (such as a natural 
disaster or significant change in economic conditions) or 
documented implementation of improved data collection or 
measurement approaches that result in demonstrable variations 
in performance data. The Secretary approves the revisions as 
outlined in the Plan Approval section of the bill. Eligible 
recipients may also take into account the differences between 
local economic conditions, and their ability to collect and 
access valid, reliable and cost-effective data when adjusting 
levels.
    A revision due to unanticipated circumstances can happen at 
the end of any program year. A revision due to unanticipated 
circumstances does not require the plan to go through the full 
plan approval process. Rather, after public comment, the 
eligible agency shall submit the revised levels to the 
Secretary with evidence supporting the revision. The Secretary 
shall approve the revision if the revised levels meet the 
requirements of the law. When levels are revised due to 
unanticipated circumstances, the revised levels are not 
required to be higher than the average level of performance for 
the 2 most recently completed program years, however revised 
levels must demonstrate continual meaningful progress toward 
improvement.
            Reports
    Under this bill, eligible agencies and eligible recipients 
will annually prepare and submit reports with data on the 
actual performance levels of CTE concentrators in the State or 
local region. The State report is submitted to the Secretary 
and the Secretary is required to make the information contained 
in such reports available to the general public. The Secretary 
must also disseminate State-by-State comparisons of the 
information in the reports, and provide the appropriate 
congressional committees with copies of the report. The 
Secretary currently makes all State plans and reports, 
including enrollment and performance reports available on its 
Web site, and the committee intends for that practice to 
continue. When reporting the actual performance levels for all 
indicators, the eligible agency and eligible recipient must 
report the actual performance levels for all of the core 
indicators for the group of all CTE Concentrators. In addition, 
the data must be disaggregated by subgroups and special 
populations. The data must also be disaggregated by career and 
technical education programs or programs of study of the CTE 
Concentrators unless impractical, then by the career clusters 
of the CTE concentrators, and make that information available 
to the public.
    The eligible recipients in each State must submit their 
reports to the eligible agency, and each eligible recipient 
must make the report available to the public. The report must 
include actual performance levels for all of the core 
indicators for the group of all CTE Concentrators, and also 
disaggregate that information by subgroup and special 
populations and by career and technical education programs or 
programs of study of the CTE Concentrators. Local eligible 
recipients must also make the reports available through a 
variety of formats, including electronically to students, 
parents, educators, and the public in a format that is uniform 
and understandable, and to the extent practicable, in a 
language that students, parents, and educators can understand, 
meaning in multiple languages if appropriate.
    In addition to providing information on actual levels of 
performance for all of the core indicators, the eligible agency 
and eligible recipients must identify and quantify any 
disparities or gaps in performance on the State-determined 
levels of performance between any subgroup or special 
population as compared to the performance of all CTE 
concentrators served by the eligible agency under this bill.
    This bill requires that in the State or local report, the 
indicator at the secondary and post-secondary level of the 
percentage of CTE concentrators who, in the second quarter 
after exiting from secondary education, are in post-secondary 
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'' be disaggregated by 
outcome. The committee expectation is that for the purposes of 
accountability, this is treated as a single indicator despite 
the different outcome types, and that it disaggregated by 
outcome type only in the State and local reports. This new 
provision of disaggregated data in the State and local reports 
is meant to serve as an opportunity for stakeholders to learn 
more about student placement upon program exit, and to assist 
eligible recipients in improving their programs based on 
student placement after program exit.
National Activities
            Evaluation and Research
    When updating the National Activities section of this bill 
the committee included a number of provisions aimed at using 
evidence-based methods to improve CTE programs. Through 
coordination with the Director of the Institute of Education 
Sciences, evaluation grants are meant to be used to conduct a 
series of research and evaluation initiatives for each year for 
which funds are appropriated to analyze implementation of the 
Strengthening Career and Technical Education for the 21st 
Century Act and provide reports to Congress on the results. 
Additional grants are provided for research and evaluation 
conducted by institutions 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 
evaluate CTE programs, implementation at the State or local 
level, to identify best practices for sharing, new methods of 
delivery, and projects to improve CTE at the local, State or 
national level.
            Innovation and Modernization
    For the first time, this bill authorizes Innovation and 
Modernization Grants, which the Secretary may award to State or 
local partnerships to modernize CTE programs and support 
innovative partnerships aimed at improving CTE programs or 
programs of study. While the Secretary is not required to award 
these grants, the committee intends that they should be awarded 
any year funds are appropriated to do so.
    Innovation and Modernization grants may be awarded to 
eligible recipients, eligible institutions, or eligible 
entities. Although eligible agencies and eligible recipients 
are not explicitly included in the definition of eligible 
entity, it is the expectation of the committee that both be 
considered relevant stakeholders for the purposes of this 
grant. The Secretary may use up to 20 percent of funds 
appropriated for National Activities to carry out this grant. 
Grant recipients shall provide matching funds that equal not 
less than 50 percent of the funds provided under this grant. 
This can be in cash or in-kind contributions from non-Federal 
sources. The Secretary may waive this requirement if the 
applicant demonstrates exceptional circumstances.
    The purpose of this grant is to identify and support 
innovative strategies to improve career and technical 
education. Grant recipients shall use the funds to improve 
career and technical education student outcomes and support the 
alignment and effectiveness of career and technical education. 
The legislation includes a list of activities for using the 
grant funds.
    For example, a grant recipient may use the funds to support 
coding or computer science education. The recipient can use the 
grant funds to establish new programs or expand existing 
programs that support statewide efforts to increase access and 
implementation of rigorous courses in these subject areas.
    The committee is aware of States or local areas currently 
implementing online portals for career and technical education 
students. Those best practices include strong partnerships with 
local and national entities, incorporation of online platforms 
that contain information helpful to students in learning about 
and saving for various career pathways, and the provision of 
tutoring and mentoring for students.

                        PART B--STATE PROVISIONS

State Administration
    The bill updates the list of individuals that the eligible 
agency shall engage during required consultation. This list is 
expanded to include faculty, specialized instructional support 
personnel, paraprofessionals, school leaders, authorized public 
chartering agencies and charter school leaders (consistent with 
State law), employers, Indian Tribes or Tribal organizations 
present in the State, and community organizations.
State Plan and Approval
    Eligible agencies must submit a State plan for approval in 
order to receive funding under this bill. The bill updates the 
stakeholders an eligible agency must consult with in the 
development of the plan. In addition, among other requirements, 
an eligible agency must include a description in the State plan 
of how the eligible agency will address disparities or gaps in 
performance among subgroups and special populations as compared 
to the all CTE concentrators group. Further, if the agency has 
not been able to make meaningful progress in closing those gaps 
prior to the third program year, the eligible agency must 
include additional actions it will take to eliminate those 
disparities or gaps. For example, an eligible agency could 
indicate that it will analyze data on the core indicators of 
performance to identify gaps in performance, explain how they 
will use evidence-based research to develop a plan to provide 
support and technical assistance to eligible recipients to 
address and close such gaps, and how they will implement this 
plan. The eligible agency is not required to submit a new State 
plan prior to the third program year in order to address this 
requirement.
    When developing the State plan, the eligible agency is also 
required to consult with the Governor. This is not a new 
requirement under this legislation, however, the role of the 
Governor now aligns more closely with the role described under 
ESSA. Previously, the eligible agency was required to consult 
the Governor with respect to the development of the plan. This 
legislation requires consultation to occur during the 
development of the plan and prior to the submission of the plan 
to the Secretary. This legislation also includes a provision on 
joint signature authority.
    The Governor shall have 30 days prior to the submission of 
the State plan to the Secretary to sign such plan. The plan may 
be submitted to the Secretary without the signature of the 
Governor if it is not signed within 30 days. The committee does 
not intend for this provision to be a requirement of the 
transition plan.
    Not later than 120 days after an eligible agency submits 
the State plan, the Secretary must approve the plan unless the 
Secretary finds that the eligible agency has not met the 
requirements of the bill, including the requirements for 
setting performance levels described in the bill. If the 
Secretary determines an eligible agency has not met all of the 
requirements of the bill, provides notice and supporting 
information to the eligible agency about such determination, 
and provides the eligible agency an opportunity for a hearing, 
the Secretary has the authority to disapprove the eligible 
agency's plan.
    Under current law, States are required to create workforce 
development plans and career and technical education plans of 
disparate length. In order to facilitate coordinated planning 
efforts, the bill allows for States to submit combined plans 
that meet the requirements of this bill and WIOA, with 4 years 
as the duration of the plans, consistent with the State plan 
length established in WIOA.
    The committee believes improved alignment of State career 
and technical education and workforce development planning 
requirements and permitting States to submit combined plans as 
a single, unified document will allow States to deliver career 
and technical education and workforce development services to 
their students in a seamless manner.
    Following the initial 4-year State plan, this legislation 
provides the eligible agency with the opportunity to submit a 
subsequent 4-year State plan. If the eligible agency chooses to 
submit a subsequent 4-year plan, the eligible agency must 
submit this plan to the Secretary 120 days prior to the end of 
the period covered by the preceding State plan and meet all the 
requirements of this bill. If an eligible agency chooses not to 
submit a subsequent 4-year State plan, they shall submit annual 
revisions to their State-determined levels of performance. If 
the eligible agency makes other revisions to the State plan 
beyond the levels of performance, they shall submit such 
revisions to the Secretary as the eligible agency determines 
necessary.
            Timeline for Public Comment and Role of Governor
    This legislation includes new requirements for the eligible 
agency to seek and gain public comment from interested parties, 
which are similar to ESSA requirements for public comment.
    These include the following three elements, of which 2 and 
3 may occur simultaneously:

    1. Requirement for public comment on the State-determined 
levels of performance.
    2. Requirement for public comment on the full State plan.
    3. Requirement for consulting the Governor on plan 
development and providing 30 days to sign the State plan before 
submission to the Secretary, while maintaining authority for 
the eligible agency to submit the State plan to the Secretary 
if the Governor does not sign the plan within 30 days.

    Once the eligible agency has determined the levels of 
performance for each core indicator of performance, the 
eligible agency shall provide stakeholders, described in the 
legislation, with the opportunity to provide written comments 
to be included in the State plan submitted to the Secretary. 
This comment period can begin and end at any time, but must 
take place at least 60 days prior to the submission of the full 
State plan. Within the full State plan, the eligible agency 
shall provide a written response to the comments provided 
during this period. Only the State-determined levels of 
performance are required to be made available for public 
comment 60 days prior to the submission of the plan, however, 
there is no requirement on the amount of time that the State-
determined levels of performance shall be available for public 
comment. A description of this process is under the 
accountability section of the bill and described in the Public 
Comment section of this report.
    The bill also provides for a public comment period on the 
full State plan to the general public. The eligible agency must 
make the State plan publicly available for comment for a period 
of not less than 30 days prior to the submission of the plan to 
the Secretary. The eligible agency must provide assurances 
within the State plan that these comments were taken into 
account before submitting the plan. A description of the public 
comment period on the full State plan process is under the 
State plan section of the bill.
    As described above, the State-determined levels of 
performance must be made available for public comment 60 days 
prior to the submission of the plan, and the full plan must be 
made available for public comment. The plan must also be 
provided to the Governor for signature 30 days prior to 
submission. The eligible agency may conduct these requirements 
during the same time-period.
Improvement plan
    The bill maintains a requirement from current law that if 
an eligible agency fails to meet at least 90 percent of the 
State-determined level of performance for any core indicator, 
the eligible agency shall develop and implement a program 
improvement plan. An eligible agency will only have to develop 
an improvement plan for each core indicator where the 
performance of the group of all CTE concentrators does not meet 
the 90 percent threshold. However, in developing that plan, an 
eligible agency must analyze any performance gaps and 
disparities related to subgroups of students and special 
populations under its improvement plan and must include actions 
that will be taken to address those gaps and disparities.
    The bill also maintains another provision in current law 
allowing the Secretary to withhold all or a portion of State 
leadership and State administrative funds provided under this 
bill from eligible agencies that fail to make an improvement 
plan for any of the indicators of performance that did not meet 
the 90 percent threshold. Under current practice, the Secretary 
uses the data from the year prior to analyze whether an 
eligible agency should be identified for improvement, as well 
as the proceeding 2 years of data while the eligible agency or 
eligible recipient is in improvement. This bill makes clear 
that the Secretary may withhold funds if the eligible agency 
fails to meet at least 90 percent of a level of performance for 
the core indicator or indicators that caused them to go into 
improvement for 2 consecutive years once they have been 
identified for improvement. This is the same timeline as 
current practice. While in improvement, the eligible agency 
cannot adjust any of its core indicators of performance that 
are subject to the improvement plan. The eligible agency may 
adjust other State-determined levels of performance not under 
improvement.
    The improvement provisions for eligible recipients, 
including the timeline for withholding funds, largely mirror 
the eligible agency improvement provisions. Consistent with 
current law, funds withheld as a result of a sanction for 
failing to make improvement on any of the core indicators of 
performance for 2 consecutive years shall be used by the 
Secretary to provide technical assistance or assist in the 
development or improvement of the State improvement plan. If an 
eligible agency withholds funds, the funds go toward providing 
services and activities that meet the purposes of this bill 
within the area served by the eligible recipient.
State Leadership Activities
    The bill updates the requirements for the uses of funds 
reserved under this section. The bill maintains the 10-percent 
setaside for the eligible agency to conduct State leadership 
activities. Similar to the law prior to this reauthorization, 
the bill provides a list of required uses of funds as well as 
permissible uses of funds. This bill includes fewer required 
uses of funds, with the intent that the eligible agency will be 
able to meet these requirements when conducting permissible 
activities. The eligible agency must use the funds reserved 
under this section to report on the effectiveness of the use of 
these funds to meet the goals of the State plan, the State-
determined levels of performance, and in reducing disparities 
or performance gaps, and must include support for:

     preparation for non-traditional fields in current 
and emerging professions, support for programs for special 
populations, and other activities that expose students, 
including special populations, to high skill, high wage and in-
demand occupations;
     individuals in State institutions, such as State 
correctional institutions, including juvenile justice 
facilities, and educational institutions that serve individuals 
with disabilities;
     recruitment, preparation, or retention of career 
and technical education teachers, faculty, specialized 
instructional support personnel, or paraprofessionals, such as 
preservice, professional development, or leadership development 
programs; and
     technical assistance for eligible recipients.

    The bill provides a list of 25 permissible uses of funds 
under this section. The eligible agency does not have to 
conduct any or all of the activities listed as a permissible 
use of funds. The eligible agency also has the option to use 
such funds to conduct other activities that they determine will 
improve career and technical education.

                        PART C--LOCAL PROVISIONS

Local Application Requirements
    Eligible recipients must submit an application for approval 
in order to receive funding under this bill. In addition to 
other requirements outlined in this bill, an eligible recipient 
will need to describe in its local application how it will 
address disparities or gaps in performance among subgroups and 
special populations as compared to the group of all CTE 
concentrators group. In the application, the eligible recipient 
must also describe the additional actions it will take to 
eliminate those disparities or gaps if the eligible recipient 
has not been able to make meaningful progress in closing those 
gaps prior to the third program year. For example, an eligible 
recipient could describe how it will analyze data and use 
evidence-based research, develop a plan to address and close 
such gaps, and how this plan will be implemented in a timely 
manner. The eligible recipient is not required to submit a new 
application prior to the third program year in order to address 
this requirement.
    Under this bill, eligible recipients will conduct a 
comprehensive needs assessment prior to their application to 
inform their initial local application. The needs assessment 
informs the local application and must include the performance 
of students served by the eligible recipient and an evaluation 
of the performance of subgroups and special populations. The 
needs assessment must describe progress toward implementing 
high-quality career and technical education programs and 
programs of study, including strategies to overcome lower rates 
of access to, or performance gaps in, the courses and programs 
for special populations. Eligible recipients must also describe 
the alignment CTE programs offered to State, regional, Tribal, 
or local in-demand industry sectors and occupations in 
comprehensive needs assessments. The eligible recipient must 
update the comprehensive needs assessment not less than every 2 
years.
    Another component of this section is a new provision on 
consultation. This bill directs the eligible recipient to 
involve a diverse body of stakeholders when conducting the 
comprehensive needs assessment and developing the local 
application. The bill also requires that the eligible recipient 
consult with these stakeholders on an ongoing basis as 
determined appropriate by the eligible agency.
Local Uses of Funds
    At the local level, the bill directs each eligible 
recipient to use the funds to meet the needs identified in the 
comprehensive needs assessment included in the local 
application. This section includes requirements for the uses of 
funds for the eligible recipient. In current law, the Perkins 
Act includes a list of required and permissible uses of funds 
at the local level. The bill maintains a list of required uses 
of funds and includes illustrative options on how to meet the 
requirements for the uses of funds at the local level.
    An eligible recipient is required to support programs and 
programs of study that result in increasing student 
achievement. This requirement can be met through activities to 
improve career and technical education programs. A specific 
example of such an activity that is included in the bill is for 
the eligible recipient to support special populations 
participating in career and technical education to eliminate or 
reduce out-of-pocket expenses and other costs. For special 
populations participating in career and technical education 
programs or programs of study, it is permissible to provide 
general programs or assistance for activities such as dual or 
concurrent enrollment programs or early college high school 
programs, and supporting the costs associated with fees, 
transportation, child care, or mobility challenges.
    When using the term ``including'' or ``such as'' throughout 
this bill, the activities or models provided within the 
provision are not meant to be exhaustive lists but rather 
examples to help guide eligible agencies and eligible 
recipients. For example, in sec. 135(b)(2)(C), when listing the 
opportunities to advance knowledge, skills, and understanding 
of all aspects of industry, the list of activities after the 
term ``including'' is not meant to be exhaustive but rather a 
brief demonstration of examples.
Amendments to Other Laws
    This bill amends the Wagner-Peyser Act to ensure that 
eligible agencies and eligible recipients receive relevant 
information regarding State and local employment opportunities. 
The committee recognizes effective preparation of students for 
the workforce requires analysis and use of data regarding 
current and future labor market demands. This amendment will 
ensure that eligible agencies and eligible recipients are 
provided the labor market information needed for career and 
technical education programs and programs of study, encouraging 
alignment and coordinated strategies with workforce development 
services and career and technical education.

                    IV. Regulatory Impact Statement

    The committee has determined that there will be minimal 
increases in regulatory burden imposed by this bill.

            V. Application of Law to the Legislative Branch

    The bill reauthorizes and amends the Carl D. Perkins Career 
and Technical Education Act of 2006 to continue programs 
primarily offering assistance to States and local educational 
agencies on behalf of secondary and post-secondary career and 
technical education students and educators and, as such, has no 
application to the legislative branch.

                           VI. Cost Estimate

S.3217--Strengthening Career and Technical Education for the 21st 
        Century Act
    Summary: S.3217 would amend the Carl D. Perkins Career and 
Technical Education Act of 2006 and reauthorize secondary and 
post-secondary career and technical education (CTE) programs 
through fiscal year 2024. The bill would authorize the 
appropriation of $6.4 billion over the 2019-23 period, and an 
additional $1.3 billion in 2024. Under the General Education 
Provisions Act, those authorizations would be extended 
automatically for an additional year through 2025.
    CBO estimates that implementing S.3217 would cost $4.7 
billion over the 2019-23 period, and $4.3 billion after 2023, 
assuming appropriation of the authorized amounts.
    Enacting the bill would not affect direct spending or 
revenues; therefore, pay-as-you-go procedures do not apply.
    CBO estimates that enacting S.3217 would not increase net 
direct spending or on-budget deficits in any of the four 
consecutive 10-year periods beginning in 2029.
    S.3217 contains no intergovernmental or private-sector 
mandates as defined in the Unfunded Mandates Reform Act (UMRA).
    Estimated cost to the Federal Government: The estimated 
budgetary effect of S.3217 is shown in the following table. The 
costs of the legislation fall within budget function 500 
(education, training, employment, and social services).

 
----------------------------------------------------------------------------------------------------------------
                                                             By Fiscal Year, in millions of dollars
                                               -----------------------------------------------------------------
                                                  2018     2019     2020     2021     2022     2023     2018-23
----------------------------------------------------------------------------------------------------------------
 
                           INCREASES IN SPENDING SUBJECT TO APPROPRIATION
 
Authorization Level...........................        0    1,247    1,264    1,282    1,300    1,318       6,412
Estimated Outlays.............................        0       37      936    1,198    1,277    1,295       4,744
----------------------------------------------------------------------------------------------------------------
Components do not sum to totals due to rounding.
Some programs have received advance appropriations for fiscal year 2019; those amounts are not reflected in this
  table. Instead, the table shows the additional appropriations that would be authorized for 2019.

    Basis of estimate: CBO assumes that S.3217 will be enacted 
near the end of fiscal year 2018. The bill would authorize 
specific amounts through 2024 and, under the General Education 
Provisions Act, those authorizations would be extended 
automatically for an additional year, through fiscal year 2025. 
Based on historical spending patterns of the current program, 
and assuming appropriation of the authorized amounts, CBO 
estimates that implementing the bill would cost $4.7 billion 
over the 2019-23 period and an additional $4.3 billion in years 
after 2023.
    S.3217 would:

     Authorize the appropriation of specific amounts 
each year that increase from about $1.2 billion in 2019 to $1.3 
billion in 2024 for grants to States for vocational programs. 
The bill would provide States with more flexibility in the uses 
of funds, adjust State allotment formulas, and amend 
accountability standards for CTE programs. In 2018, the 
Congress provided $1.2 billion for those grants.
     Authorize the appropriation of $8 million for each 
of the fiscal years 2019 through 2024 for the Secretary to 
award grants to create and support CTE programs. The bill also 
would require the Secretary of Education to consult with the 
Director of the Institute for Education Sciences for an 
evaluation of career and technical education activities. In 
2018, $7 million was available for similar activities.
     Authorize the appropriation of $10 million each 
year from 2019 through 2024 for tribally controlled CTE 
programs. In 2018, $9 million was available for this purpose.
    Pay-as-you-go considerations: None.
    Increase in long-term direct spending and deficits: CBO 
estimates that enacting S.3217 would not increase net direct 
spending or on-budget deficits in any of the four consecutive 
10-year periods beginning in 2029.
    Mandates: S.3217 contains no intergovernmental or private-
sector mandates as defined in UMRA.
    Previous CBO estimate: On June 5, 2017, CBO transmitted a 
cost estimate of H.R.2353, Strengthening Career and Technical 
Education for the 21st Century Act, as ordered reported by the 
House Committee on Education and the Workforce on May 17, 2017. 
The two pieces of legislation contain similar provisions and 
both would reauthorize CTE programs for 6 years. The 
differences in CBO's estimates of the costs of the two pieces 
of legislation stem from differences in the specified 
authorization levels and the fiscal years for which the bills 
would authorize appropriations.
    Estimate prepared by: Federal Costs: Leah Koestner; and 
Mandates: Zachary Byrum.
    Estimate reviewed by: Chief, Income Security and Education 
Cost Estimates Unit: Sheila Dacey; and Deputy Assistant 
Director for Budget Analysis: H. Samuel Papenfuss.

                    VII. Section-By-Section Analysis

Section 1. Short Title
    The short title of the bill is the Strengthening Career and 
Technical Education for the 21st Century Act and the short 
title of the law will remain the Carl D. Perkins Career and 
Technical Education Act.
Section 2. Table of Contents
    Lists the Table of Contents for the Strengthening Career 
and Technical Education for the 21st Century Act. The 
legislation is organized into three titles: (1) Career and 
Technical Education Assistance to the States; (2) General 
Provisions; and (3) Amendments to Other Laws.
Section 3. References
    Except as otherwise expressly provided, an amendment or 
repeal in this Act will be a reference made to a section or 
provision of the Carl D. Perkins Career and Technical Education 
Act of 2006 (20 U.S.C. 2301 et seq.).
Section 4. Effective Date
    This Act shall, and the amendments made by this Act, shall 
take effect beginning July 1, 2019.
Section 5. Table of Contents
    Amends the table of contents of the Carl D. Perkins Career 
and Technical Education Act of 2006.
Section 6. Purpose
    Amends section 2 to change the purpose to include the 
development of academic knowledge and employability skills, as 
well as increasing opportunities for populations including the 
chronically unemployed or underemployed, individuals with 
disabilities, individuals from economically disadvantaged 
backgrounds, out-of-workforce individuals, youth who are in, or 
have aged out of the foster care system, racial and ethnic 
minorities, and homeless individuals. Section 2 is amended to 
strike references to the Tech Prep program, and include 
references to programs of study.
Section 7. Definitions
    Amends section 3 to update definitions of ``Area career and 
technical education school,'' ``Career and technical 
education,'' ``Career guidance and academic counseling,'' 
``Eligible institution,'' ``Post-Secondary institution,'' 
``Special populations,'' ``Support services,'' and ``Tribally 
controlled post-secondary career and technical institution.''
    Amends section 3 to add definitions for ``Credit transfer 
agreement,'' ``CTE Concentrator,'' ``CTE participant,'' 
''Director'', ``Eligible entity,'' ``'English Learner,'' 
``Indian; Indian Tribe'', ``Out-of-workforce individual,'' 
``Pay for success initiative,'' ``Professional Development,'' 
``Program of study,'' ``Qualified intermediary,'' ``Tribal 
organization'', and ``Work-based learning''. Adds the following 
definitions from the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 7801): ``Dual or concurrent enrollment,'' 
``Early College High School,'' ``Evidence-based,'' ``High 
school,'' ``Paraprofessional,'' ``Specialized instructional 
support personnel,'' ``Specialized instructional support 
services,'' and ``Universal design for learning.'' Adds the 
following definitions from the Workforce Innovation and 
Opportunity Act (29 U.S.C. 3102): ``Career pathways,'' ``In-
demand industry sector or occupation,'' ``Industry or sector 
partnership,'' ``Local workforce development board,'' ``Out-of-
school youth,'' and ``Recognized Post-Secondary Credential.''
    Amends section 3 to strike the definitions of ``Displaced 
homemaker,'' ``Post-Secondary education tech prep student,'' 
``School dropout,'' ``Scientifically based research,'' 
``Secondary education tech prep student,'' and ``Tech prep 
program''.
Section 8. Transition Provisions
    Amends section 4 to include the short bill title, and 
clarifies that the Secretary shall take necessary steps to 
provide for an orderly transition, and shall give each eligible 
agency opportunity to submit a transition plan for the fiscal 
year following enactment.
Section 9. Prohibitions
    Amends section 8 to align with the Elementary and Secondary 
Education Act of 1965 by updating current law prohibitions 
preventing officers or employees of the Federal Government from 
mandating, directing, controlling, incentivizing, or making 
financial support conditioned upon the adoption of specific 
academic standards or assessments (such as the Common Core 
State Standards or assessments aligned to such standards), 
curriculum, program of instruction, or instructional content. 
Also prevents the Federal Government from providing any 
priorities or preferences in grant competitions for the 
adoption of specific standards, curriculum, program of 
instruction, or instructional content.
    Retains language from current law that prohibits an officer 
or employee of the Federal Government from mandating, 
directing, or controlling the allocation of State or local 
resources, and from mandating that a State spend any funds or 
incur any costs not paid for under this Act.
    Amends section 8 to require the Secretary to issue a notice 
to Congress 15 days prior to issuing a notice of proposed 
rulemaking under the Strengthening Career and Technical 
Education for the 21st Century Act and to provide Congress with 
a comment period of 15 days prior to issuing such notice. The 
Secretary must also include and seek to address all comments 
submitted by Congress during this 15-day review period in the 
public record for the regulation published in the Federal 
Register. Language is included to clarify that this 
congressional notice does not affect the applicability of the 
congressional Review Act or the Administrative Procedure Act.
Section 10. Authorization of Appropriations
    Funds authorized to be appropriated for the years 2019 
through 2024. The baseline for the levels is set using fiscal 
year 2018 appropriations levels, and increasing annually at a 
rate derived from budget cap agreements.

    Title I--Career and Technical Education Assistance to the States

                    PART A--ALLOTMENT TO THE STATES

Section 110. Reservations and State Allotment
    Amends section 111 to create a new funding structure for 
the State allotment formula that provides a foundational grant 
to States using the amount a State received in fiscal year 
2018. States will receive the same funding level or the same 
proportion of funds as they received in fiscal year 2018 in any 
year that Congress appropriates funds equal to or less than the 
fiscal year 2018 funding level. In years where Congress 
appropriates funds greater than the fiscal year 2018 level, the 
funds above the fiscal year 2018 level will be directed to 
States through the current formula modified to apply only to 
the additional funds. The new structure maintains small State 
protections on the additional funds.
Section 111. Within State Allocation
    Amends section 112 to increase the amount of funds 
available for the State reserve fund from 10 percent to 15 
percent of the portion of funds that is to be distributed to 
secondary and post-secondary programs and allows the funding to 
be used to support career and technical education programs 
aligned with in-demand industry sectors or occupations or for 
State-based innovation. Adds a provision to require an eligible 
agency to use funds made available for State leadership 
activities to support the recruitment of special populations to 
CTE programs. Updates the use of the reserve fund to allow an 
eligible agency to award grants to recipients in rural areas, 
areas with high numbers or percentages of CTE concentrators or 
CTE participants, or to areas with gaps and disparities in 
performance.
    Adds juvenile justice facilities to the list of State 
institutions eligible for funding from the State leadership 
account and clarifies that State institutions must be 
correctional or educational. The bill increases the maximum 
amount of leadership funding States are allowed to spend on 
these institutions to 2 percent from 1 percent.
Section 112. Accountability
            State Determined Performance Measures
    Amends section 113 to clarify that levels of performance 
for core indicators of performance are State-determined, but 
must meet the requirements established in section 113.
            Indicators of Performance
    Updates the core indicators of performance for CTE 
Concentrators at the Secondary and Post-Secondary level to 
which States will be held accountable.
    Core indicators of performance for CTE concentrators at the 
secondary level include:

    (1) The percentage of CTE concentrators who graduate high 
school, as measured by:

    a. the 4-year adjusted cohort graduation rate (defined in 
section 8101 of the Elementary and Secondary Education Act of 
1965); and
    b. at the State's discretion, the extended-year adjusted 
cohort graduation rate defined in such section 8101.

    (2) 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.
    (3) The percentage of CTE concentrators who, in the second 
quarter after exiting from secondary education, are in post-
secondary 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.
    (4) Indicators of career and technical education program 
quality as follows:

    a. That shall include at least one of the following:

    i. The percentage of CTE concentrators graduating from high 
school having attained a recognized post-secondary credential.
    ii. The percentage of CTE concentrators graduating from 
high school having attained post-secondary 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.
    iii. The percentage of CTE concentrators graduating from 
high school having participated in work-based learning.

    b. 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.

    (5) The percentage of CTE concentrators in career and 
technical education programs and programs of study that lead to 
non-traditional fields.
    Core indicators of performance at the post-secondary level 
include:

    (1) The percentage of CTE concentrators who, during the 
second quarter after program completion, remain enrolled in 
post-secondary education, are in advanced training, military 
service, a service program, are Peace Corps volunteers, or are 
placed or retained in employment;
    (2) The percentage of CTE concentrators who receive a 
recognized post-secondary credential during participation in or 
within 1 year of program completion; and
    (3) The percentage of CTE concentrators in career and 
technical education programs and programs of study that lead to 
non-traditional fields.

            State Determined Levels of Performance
    Each eligible agency must establish State-determined levels 
of performance for each of the core indicators of performance 
for secondary and post-secondary programs. The level of 
performance established by the State for each of the core 
indicators shall be the same level for all CTE concentrators. 
The bill establishes requirements that the levels of 
performance must meet, including requiring that each State 
continually make meaningful progress toward improving the 
performance of all CTE concentrators while taking into 
consideration special populations, and subgroups of 
concentrators. These requirements include that State-determined 
levels of performance, at a minimum:

    (1) be expressed in a percentage or numerical form, so as 
to be objective, quantifiable, and measurable;
    (2) 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;
    (3) have been subject to the public comment process and the 
eligible agency has provided a written response;
    (4) when being adjusted, 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;
    (5) when being adjusted, 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; and
    (6) take into account the extent to which the State-
determined levels of performance advance the eligible agency's 
goals, as set forth in the State plan.

    This bill also establishes that the Secretary may assist a 
State with establishing its levels of performance only at the 
request of that eligible agency.
    Prior to the third program year covered by the State plan, 
each eligible agency may revise their levels of performance but 
the adjusted levels must also meet the minimum requirements in 
the law, including that the adjusted levels be higher than the 
average actual performance levels of the previous 2 program 
years.
    Each eligible agency must annually prepare and submit a 
State report to the Secretary. This report must address the 
State's progress toward its levels of performance and its 
actual levels of performance for all CTE concentrators, 
disaggregated by special populations, and subgroups of 
students.
    This section requires that eligible agencies disaggregate 
data for each of the indicators of performance for all 
subgroups of students listed in the Elementary and Secondary 
Education Act of 1965 and for special populations defined under 
Perkins and by the career and technical education programs or 
programs of study of the CTE concentrators, unless impractical, 
then by the career clusters of the CTE concentrators. 
Additionally, States must identify and quantify disparities or 
gaps in performance between subgroups of students and the 
special populations and all CTE concentrators group.
    States are required to annually disseminate actual levels 
of performance of all CTE concentrators, special populations, 
and subgroups of students as described above.
            Local Levels of Performance
    This subsection requires eligible recipients to conform 
with State-determined levels of performance unless the eligible 
recipient negotiates with the State to reach agreement on new 
local levels of performance.
    Eligible recipients may adjust their levels of performance 
in consultation with the eligible agency, but the adjusted 
level must also meet the requirements in the law, including 
that the adjusted levels be higher than the average actual 
performance levels of the previous 2 program years.
    Eligible recipients must annually submit to the eligible 
agency a local report, which shall include data on the local 
performance levels indicated in the local plan, and the 
progress of the eligible recipient in achieving the local 
levels of performance on the core indicators of performance.
    This section requires that eligible recipients disaggregate 
data for each of the indicators of performance for all 
subgroups of students listed in the Elementary and Secondary 
Education Act of 1965 and for special populations defined under 
Perkins and by the career and technical education programs or 
programs of study of the CTE concentrators, unless impractical, 
then by the career clusters of the CTE concentrators. 
Additionally, recipients must identify and quantify disparities 
or gaps in performance between subgroups of students and the 
special population and all CTE concentrators group.
    Eligible recipients are required to annually disseminate a 
local report and actual levels of performance of all students, 
special populations and subgroups of students as described 
above.
Section 113. National Activities
    Amends section 114 to require the Secretary, in 
consultation with the Director of the Institute for Education 
Sciences, to collect information on and evaluate the 
effectiveness of career and technical education, and to 
establish a single plan for research and evaluation. Amends the 
evaluation and research functions to research, evaluate or 
carry out projects on the impact of the Strengthening Career 
and Technical Education for the 21st Century Act, and to scale 
evidence based practices. Allows the Secretary to award grants 
to eligible entities, institutions, or recipients to support 
evidence-based and innovative strategies to improve and 
modernize CTE and to align with labor market needs.
Section 114. Assistance for Outlying Areas
    Amends section 115 to strike requirements on the use of the 
remainder of funds reserved under section 111.
Section 115. Native American Programs
    Amends section 116 to replace the term ``Bureau of Indian 
Affairs'' with ``Bureau of Indian Education.'' Includes updated 
terms that align with the Indian Self-Determination and 
Education Assistance Act (25 U.S.C. 5304).
Section 116. Tribally Controlled Post-Secondary Career and Technical 
        Institutions
    Amends section 117 to update references to the Navajo 
Community College Act (Public Law 92-189; 85 Stat. 646) and 
changes the term ``indian tribe'' to ``Indian Tribe'', as 
appropriate. Funds authorized to be appropriated for the years 
2019 through 2024. The baseline for the levels is set using 
current appropriations, and increasing annually at a rate 
derived from budget cap agreements.
Section 117. Occupational and employment information
    Section 118 is repealed.

                        PART B--STATE PROVISIONS

Section 121. State Administration
    Amends section 121 to include new stakeholders as part of 
the consultation process with the eligible agency. The 
stakeholders include 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, labor organizations, eligible 
recipients, program administrators, State and local officials, 
parents, students, and community organizations.
Section 122. State Plan
    Amends section 122 to reduce the length of the State Plan 
from 6 years to 4 years to align with the Workforce Innovation 
and Opportunity Act and to allow States the option to submit a 
combined plan. Includes language that provides for a public 
comment process of at least 30 days prior to the submission of 
the State plan to the Secretary.
            Consultation
    Expands current law requirement on consultation with CTE 
teachers, faculty, and administrators to explicitly include 
members of and representatives from minority serving 
institutions and charter schools, as well as school leaders, 
paraprofessionals, and specialized support personnel, including 
career and academic guidance counselors, State workforce 
boards, and business and industry .
    Removes the requirement that the eligible agency develop 
the plan in consultation with Tech Prep representatives, and 
amends the consultation process to include representatives of 
Indian Tribes and tribal organizations operating in the State, 
representatives of organizations that serve out-of-school 
youth, homeless children and youth, and at-risk youth, members 
and representatives of special populations, and individuals 
with disabilities.
            Plan Contents
    Strikes the plan content requirements under current law and 
inserts new language. The plan shall include:

    (1) a description of State-supported workforce development 
activities;
    (2) the State's strategic vision for an educated and 
skilled workforce, inclusive of special populations;
    (3) a strategy for joint planning, alignment, coordination, 
and leveraging of funds between education programs and 
workforce programs, and a description of how CTE will be 
supported, developed, and improved at the State level;
    (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;
    (5) a description of the criteria and process for how the 
eligible agency will approve eligible recipients for funds;
    (6) a description of how the eligible agency will support 
the recruitment and preparation of CTE teachers and all related 
faculty and staff;
    (7) a description of how the eligible agency will use 
funding for State Leadership Activities in section 124;
    (8) a description of how funds received by the eligible 
agency through the allotment made under section 111 will be 
distributed;
    (9) a description on program strategies in support of 
special populations and the procedure used for adopting the 
State-determined levels of performance;
    (10) a description of the procedure the eligible agency 
will adopt for determining State-determined levels of 
performance;
    (11) a description of how the eligible agency will address 
disparities or gaps in performance;
    (12) a description of how the eligible agency will involve 
required parties, as appropriate, in the planning, development, 
implementation, and evaluation of career and technical 
education programs; and
    (13) assurances that:

    a. the eligible agency will comply with the requirements of 
this bill;
    b. funds will not be used for 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. funds will be used to promote preparation for high-
skill, high-wage, or in-demand industry sectors or occupations 
and non-traditional fields;
    d. funds provided under this bill will be used to implement 
career and technical education programs and programs of study 
for individuals in State correctional institutions, including 
juvenile justice facilities;
    e. the eligible agency will provide technical assistance on 
how to close gaps in student participation and performance in 
career and technical education pro grams; and

    (14) a description of the opportunities for the public to 
comment in person and in writing on the State plan.
            Plan Approval
    Requires the Secretary to approve a plan within 120 days if 
the plan meets the requirements of the Act. Requires the 
Secretary to approve the State-determined levels of performance 
if the levels meet the requirements described under section 
113. If the Secretary determines that a State plan does not 
meet the requirements of the Act, the Secretary must provide 
the eligible agency notice of this determination in writing and 
provide the opportunity for a hearing before finally 
disapproving a plan.
Section 123. Improvement Plans
    Amends section 123 to strike language in reference to the 
agreed upon State adjusted levels of performances, and inserts 
``State-determined levels of performance.'' Requires that a 
State that fails to meet at least 90 percent of the State-
determined level of performance for any of the core indicators 
of performance for all CTE concentrators develop and implement 
an improvement plan. Such improvement plan must also include an 
analysis of performance gaps among subgroups and special 
populations and actions that will be taken to address those 
gaps. Maintains the Secretary's authority to withhold all or 
part of an eligible agency's allocation of State leadership or 
administrative funds if they fail to meet at least 90 percent 
of the State-determined level of performance for any of the 
core indicators of performance for 2 consecutive years or fails 
to implement an improvement plan. As in current law, States 
maintain the ability to withhold funds from local recipients 
who fail to make improvements on their improvement plans as 
described above. Funds withheld from local recipients shall be 
used for CTE-related activities in the area of the local 
recipient.
    While in improvement, the eligible agency cannot adjust any 
of its core indicators of performance that are subject to the 
improvement plan. The eligible agency may adjust other State-
determined levels of performance not under improvement. Local 
improvement reflects these updates.
    Under current law, the eligible agency, after notice and 
opportunity for a hearing, may withhold funds from the eligible 
recipient, or waive the sanctions due to exceptional 
circumstances. This bill amends section 123 to allow for a 
waiver in response to public request from an eligible 
recipient, so long as the eligible recipient meets the 
conditions for a waiver established in the bill.
Section 124. State Leadership Activities
    Amends section 124 to remove the required uses of funds for 
State leadership activities. Under the General Authority for 
the amounts reserved for State leadership activities, each 
eligible agency must provide support for preparation for non-
traditional fields, support for individuals in State 
institutions, support for recruiting, preparing, or retaining 
career and technical education educators, and to provide 
technical assistance to local recipients.
    Amends section 124 to include additional permissible uses 
of funds to improve career and technical education through 
targeted initiatives, such as developing statewide programs of 
study, articulation agreements, dual or concurrent enrollment 
programs or competency-based education, and for the adoption 
and integration of employability skills or recognized post-
secondary credentials into programs of study. Funds can be used 
to support student success through programs and activities that 
increase access, student engagement, and success in science, 
technology, engineering, and mathematics fields; support for 
the integration of arts and design skills; provide preparation 
for non-traditional fields; programs for special populations 
that lead to high-skill, high-wage, or in-demand occupations, 
and for the improvement of career guidance and academic 
counseling programs.
    State leadership funds could also be used for initiatives 
such as establishing and supporting statewide sector or 
industry partnerships; providing high-quality professional 
development; eliminating inequities in student access and 
achievement; providing for the creation, implementation, and 
support of pay-for-success initiatives; identifying licensure 
or certification requirements that pose a barrier of entry to 
the workforce for CTE students; partnering with qualified 
intermediaries; and includes a provision to allow for other 
State leadership activities that improve career and technical 
education.

                        PART C--LOCAL PROVISIONS

Section 131. Distribution of Funds for Secondary Education Programs
    Amends section 131 to include CTE programs of study.
Section 132. Special Rules for Career and Technical Education
    Amends section 133 to include CTE programs of study.
Section 133. Local Application for Career and Technical Education 
        Programs
    Amends section 134 to remove the requirement for a local 
plan, and replaces it with a local application. Local 
applications shall include:

    (1) A description of the results of the comprehensive needs 
assessment;
    (2) Information on the career and technical education 
course offerings and activities;
    (3) A description of how the eligible recipient, in 
collaboration with local workforce development boards and other 
local workforce agencies, will provide career exploration and 
career development coursework, activities, or services; career 
information on employment opportunities that incorporate the 
up-to-date information on in-demand industry sectors or 
occupations; and career guidance and academic counseling to 
students;
    (4) A description of how the eligible recipient will 
improve the academic and technical skills of all students 
participating in career and technical education programs;
    (5) A description of how the eligible recipient will 
provide activities to prepare special populations for high-
skill, high-wage, or in-demand industry sectors or occupations 
that will lead to self-sufficiency, prepare CTE participants 
for non-traditional fields, provide equal access for special 
populations to career and technical education, and ensure 
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;
    (7) A description of how programs will provide students 
with opportunities to gain post-secondary credit while still 
attending high school;
    (8) A description of how programs will recruit, retain, and 
train educators; and
    (9) A description of how the eligible recipient will 
address disparities in performance of subgroups and special 
populations and if meaningful progress is not made, how they 
will take additional action to address those disparities.

    Includes the requirement for a Comprehensive Needs 
Assessment that shall be conducted prior to the initial local 
application, and updated not less than every 2 years, and shall 
include:

    (1) An evaluation for student performance on the indicators 
of performance, including an evaluation of performance for 
special populations and each subgroup;
    (2) A description of the career and technical education 
program offerings, including that they are sufficient in size, 
scope, and quality to meet the needs of all students served by 
the eligible recipient, aligned to in-demand industry sectors 
or occupations and career pathways, and designed to meet local 
education or economic needs;
    (3) An evaluation of career and technical education 
programs of programs of study implementation;
    (4) A description of how the eligible recipient will 
improve recruitment, retention, and training of career and 
technical education teachers, faculty, and related staff;
    (5) 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 
strategies to overcome barriers that result in lower rates of 
access to, or performance gaps in, the courses and programs for 
special populations, providing programs that are designed to 
enable special populations to meet the local levels of 
performance, and 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.

    Includes the requirement for consultation with a diverse 
body of stakeholders when developing the local application. 
Continued consultation on an ongoing basis with stakeholders is 
also required in order to be eligible to receive funding under 
this Act, which may include consultation in order to:

    (1) provide input on annual updates to the comprehensive 
needs assessment;
    (2) ensure programs of study are responsive to community 
employment needs; aligned with employment priorities, informed 
by labor market information, designed to meet current, 
immediate or long-term labor market projections; and allow for 
employer input into the development and implementation of 
programs of study;
    (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.
Section 134. Local Uses of Funds
    Amends section 135 by striking the existing 9 required and 
20 permissible uses of funds, and inserts six requirements for 
the uses of funds with flexible options on how to meet these 
requirements. Requirements for uses of funds include:

    (1) Providing career exploration and career development 
activities;
    (2) Providing professional development for teachers, 
faculty, school leaders, administrators, paraprofessionals, and 
specialized instructional support personnel;
    (3) Provide career and technical education students, 
including special populations, with the skills necessary to 
pursue high-skill, high-wage or in-demand industry sectors or 
occupations;
    (4) Support integration of academic skills into career and 
technical education program to support students in meeting the 
challenging academic standards adopted under the Elementary and 
Secondary Education Act;
    (5) To plan and carry out activities that support 
increasing student achievement; and
    (6) To evaluate program activities under this section.

    Allows for the pooling of a portion of funds received under 
this Act for the purposes of professional development, and 
requires that and eligible recipient not use more than 5 
percent of such funds for costs associated with the 
administration of activities under this section.

                      Title II--General Provisions

               PART A--FEDERAL ADMINISTRATIVE PROVISIONS

Section 201. Federal and State Administrative Provisions
    Amends section 311 to allow a State, only during the first 
year after the enactment of this Act, to establish a new fiscal 
effort baseline per student that is not less than 95 percent of 
the fiscal effort per student for the first full fiscal year of 
the Act.
    Amends section 314 to strike ``career path or major'' and 
insert ``career pathway or program of study.''
    Amends section 315 to say that no funds may be used to 
provide CTE programs or CTE programs of study to students prior 
to the ``middle grades'', as defined in the Elementary and 
Secondary Education Act of 1965 (U.S.C. 7801), clarifying that 
middle school students starting at grade 5 now may be CTE 
students.
    Amends section 317 to include ``CTE programs of study'' as 
an allowable use of funds. Strikes title II on Tech Prep and 
redesignates title III as title II.
    Inserts section 219, as redesignated, for the ``Study on 
Programs of Study Aligned to High-Skill, High-Wage 
Occupations.'' Requires the Comptroller General to conduct a 
study to evaluate the practices used by eligible agencies or 
recipients receiving funding to successfully assist students in 
pursuing and completing programs of study aligned to high-
skill, high-wage occupations and any subgroup of students in 
high-skill, high-wage occupations in fields in which that 
subgroup is underrepresented. Additionally, the Comptroller 
General must identify challenges associated with replication of 
these practices and must consult with stakeholders in carrying 
out the study. The Comptroller General shall submit the study 
to the HELP Committee and the Committee on Education and the 
Workforce.

                PART B--STATE ADMINISTRATIVE PROVISIONS

                  Title III--Amendments To Other Laws

Section 301. State Responsibilities
    Amends section 15(e)(2) of the Wagner-Peyser Act to require 
the State to consult with the eligible agency under this Act, 
the State educational agency, and local educational agencies to 
provide workforce and labor market information necessary to 
meet the needs of secondary and post-secondary school students, 
and to annually inform the development and implementation of 
programs of study and career pathways.
Section 302. Amendments to the Elementary and Secondary Education Act 
        of 1965
    Amends section 1111(h)(1)(C)(xiv) of the Elementary and 
Secondary Education Act of 1965 to conform with the updated 
accountability requirements under this Act.
    Amends section 6115(b)(6) and section 6304(a)(3)(K) of the 
Elementary and Secondary Education Act of 1965 to strike 
references to the Tech Prep program.
Section 303. Amendment to the Workforce Innovation and Opportunity Act
    Amends Section 134(c)(2)(A)(vii) of the Workforce 
Innovation and Opportunity Act by replacing the term ``school 
dropouts'' with ``out-of-school youth''.
    Sections in the bill with no changes to current law or 
changes limited to updating the section number:

Section 5. Privacy
Section 6. Limitation
Section 7. Special Rule
Section 132. Distribution of Funds for Post-Secondary Education 
        Programs
Section 312. Authority to Make Payments
Section 313. Construction
Section 316. Federal Laws Guaranteeing Civil Rights
Section 318. Limitation on Federal Regulations
Section 321. Joint Funding
Section 322. Prohibition on Use of Funds to Induce Out-of-State 
        Relocation of Businesses
Section 323. State Administrative Costs
Section 324. Student Assistance and other Federal Programs

                     VIII. Changes in Existing Law

    In compliance with paragraph 12 of rule XXVI of the 
Standing Rules of the Senate, changes in existing law made by 
the bill as reported are shown as follows: Existing law 
proposed to be omitted is enclosed in [black brackets], new 
matter is printed in italic, existing law in which no change is 
proposed is shown in roman:

           *       *       *       *       *       *       *


Carl D. Perkins Career and Technical Education Act of 2006

           *       *       *       *       *       *       *


SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

    (a) Short Title.--This Act may be cited as the ``Carl D. 
Perkins Career and Technical Education Act of 2006''.
    [(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.
[Sec. 118. 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. Distribution of funds for postsecondary education programs.
[Sec. 133. Special rules for career and technical education.
[Sec. 134. Local plan for career and technical education programs.
[Sec. 135. Local uses of funds.

                     [TITLE II--TECH PREP EDUCATION

[Sec. 201. State allotment and application.
[Sec. 202. Consolidation of funds.
[Sec. 203. Tech prep program.
[Sec. 204. Consortium applications.
[Sec. 205. Report.
[Sec. 206. Authorization of appropriations.

                     [TITLE III--GENERAL PROVISIONS

               [PART A--Federal Administrative Provisions

[Sec. 311. Fiscal requirements.
[Sec. 312. Authority to make payments.
[Sec. 313. Construction.
[Sec. 314. Voluntary selection and participation.
[Sec. 315. Limitation for certain students.
[Sec. 316. Federal laws guaranteeing civil rights.
[Sec. 317. Participation of private school personnel and children.
[Sec. 318. Limitation on Federal regulations.

                [PART B--State Administrative Provisions

[Sec. 321. Joint funding.
[Sec. 322. Prohibition on use of funds to induce out-of-state relocation 
          of businesses.
[Sec. 323. State administrative costs.
[Sec. 324. Student assistance and other Federal programs.]
     * * * * * * *

SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

    (a) Short Title.--This Act may be cited as the ``Carl D. 
Perkins Career and Technical Education Act of 2006''.
    (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. 2. PURPOSE.

    The purpose of this Act is to develop more fully the 
[academic and career and technical skills]academic knowledge 
and technical and employability skills of secondary education 
students and postsecondary education students who elect to 
enroll in career and technical education programs and programs 
of study, by--
            (1) building on the efforts of States and 
        localities to develop challenging academic and 
        technical standards and to assist students in meeting 
        such standards, including preparation for high skill, 
        high wage, or [high demand occupations]in-demand 
        occupations in current or emerging professions;
            (2) * * *
            (3) increasing State and local flexibility in 
        providing services and activities designed to develop, 
        implement, and improve career and technical education[, 
        including tech prep education];
            (4) conducting and disseminating national research 
        and disseminating information on best practices that 
        improve career and technical education programs and 
        programs of study, services, and activities;

           *       *       *       *       *       *       *

            (6) supporting partnerships among secondary 
        schools, postsecondary institutions, baccalaureate 
        degree granting institutions, area career and technical 
        education schools, local workforce investment boards, 
        business and industry, and intermediaries; [and]
            (7) providing individuals with opportunities 
        throughout their lifetimes to develop, in conjunction 
        with other education and training programs, the 
        knowledge and skills needed to keep the United States 
        competitive[.]; and
            (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. 3. DEFINITIONS.

     Unless otherwise specified, in this Act:
            (1) Administration.--* * *
            (2) All aspects of an industry.--The term ``all 
        aspects of an industry'' means strong experience in, 
        and comprehensive understanding of, the industry that 
        the individual is preparing to enter[, including 
        information as described in section 118].
            (3) Area career and technical education school.--
        The term ``area career and technical education school'' 
        means--
                    (A) * * *
                    (B) the department of a public secondary 
                school exclusively or principally used for 
                providing career and technical education in not 
                fewer than [5 different occupational fields to 
                individuals]3 different fields, especially in 
                in-demand industry sectors or occupations, that 
                are available to all students who are available 
                for study in preparation for entering the labor 
                market;

           *       *       *       *       *       *       *

                    (D) the department or division of an 
                institution of higher education, that operates 
                under the policies of the eligible agency and 
                that provides career and technical education in 
                [not fewer than 5 different occupational 
                fields]not fewer than 3 different occupational 
                fields leading to immediate employment but not 
                necessarily leading to a baccalaureate degree, 
                if the department or division admits, as 
                regular students, both individuals who have 
                completed secondary school and individuals who 
                have left secondary school.

           *       *       *       *       *       *       *

            (5) Career and technical education.--The term 
        ``career and technical education'' means organized 
        educational activities that--
                    (A) offer a sequence of courses that--
                            [(i) provides individuals with 
                        coherent and rigorous content aligned 
                        with challenging academic standards and 
                        relevant technical knowledge and skills 
                        needed to prepare for further education 
                        and careers in current or emerging 
                        professions;]
                            (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, including in 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) provides technical skill 
                        proficiency[, an industry-recognized 
                        credential, a certificate, or an 
                        associate degree]or a recognized 
                        postsecondary credential, which may 
                        include an industry-recognized 
                        credential, a certificate, or an 
                        associate degree; and
                            (iii) may include prerequisite 
                        courses (other than a remedial course) 
                        that meet the requirements of this 
                        subparagraph; [and]
                    (B) include competency-based, work-based, 
                or other applied learning that [contributes to 
                the]supports the development of academic 
                knowledge, higher-order reasoning and problem-
                solving skills, work attitudes, 
                [general]employability skills, technical 
                skills, and occupation-specific skills, and 
                knowledge of all aspects of an industry, 
                including entrepreneurship, of an 
                individual[.];
                    (C) to the extent practicable, coordinate 
                between secondary and postsecondary education 
                programs through programs of study, which may 
                include 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).

           *       *       *       *       *       *       *

            (7) Career guidance and academic counseling.--The 
        term ``career guidance and academic counseling'' means 
        guidance and counseling that--
                    (A) provides access for students [(and 
                parents, as appropriate)](and, as appropriate, 
                parents and out-of-school youth) to information 
                regarding career awareness exploration 
                opportunities and planning with respect to an 
                individual's occupational and academic future; 
                [and]
                    (B) provides information to students (and, 
                as appropriate, parents and out-of-school 
                youth) with respect to career options, 
                [financial aid, and postsecondary options, 
                including baccalaureate degree 
                programs.]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
                    (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.
            (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)](9) Charter school.--* * *
            [(9)](10) Cooperative education.--The term 
        ``cooperative education'' means a method of education 
        for individuals who, through written cooperative 
        arrangements between a school and employers, receive 
        instruction, including required rigorous and 
        challenging academic courses and related career and 
        technical education instruction, by alternation of 
        study in school with a job in any occupational field, 
        which alternation--
                    (A) * * *

           *       *       *       *       *       *       *

            (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 cumulative 
                        credits within a career and technical 
                        education program or program of study; 
                        or
                            (ii) completed such a program if 
                        the program encompasses fewer than 12 
                        credits or the equivalent in total.
            (13) CTE participant.--The term ``CTE participant'' 
        means an individual who completes not less than one 
        course or earns not less than one credit in a career 
        and technical education program or program of study of 
        an eligible recipient.
            (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.
            [(10) Displaced homemaker.--The term ``displaced 
        homemaker'' means an individual who--
                    [(A)(i) has worked primarily without 
                remuneration to care for a home and family, and 
                for that reason has diminished marketable 
                skills;
                    [(ii) has been dependent on the income of 
                another family member but is no longer 
                supported by that income; or
                    [(iii) 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 after the date on which the 
                parent applies for assistance under such title; 
                and
                    [(B) is unemployed or underemployed and is 
                experiencing difficulty in obtaining or 
                upgrading employment.]
            [(11)](17) Educational service agency.--The term 
        ``educational service agency'' has the meaning given 
        the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            [(12)](18) Eligible agency.--The term ``eligible 
        agency'' means a State board designated or created 
        consistent with State law as the sole State agency 
        responsible for the administration of career and 
        technical education in the State or for the supervision 
        of the administration of career and technical education 
        in the State.
            (19) Eligible entity.--The term ``eligible entity'' 
        means a consortium, group, or partnership that includes 
        the following:
                    (A) Representatives of not less than 2 of 
                the following entities, 1 of which shall serve 
                as the fiscal agent for the consortium, group, 
                or partnership:
                            (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.
            [[(13)](20) Eligible institution.--The term 
        ``eligible institution'' means--
                    [(A) a public or nonprofit private 
                institution of higher education that offers 
                career and technical education courses that 
                lead to technical skill proficiency, an 
                industry-recognized credential, a certificate, 
                or a degree;
                    [(B) a local educational agency providing 
                education at the postsecondary level;
                    [(C) an area career and technical education 
                school providing education at the postsecondary 
                level;
                    [(D) a postsecondary educational 
                institution controlled by the Bureau of Indian 
                Affairs or operated by or on behalf of any 
                Indian tribe that is eligible to contract with 
                the Secretary of the Interior for the 
                administration of programs under the Indian 
                Self-Determination and Education Assistance Act 
                (25 U.S.C. 450 et seq.) or the Act of April 16, 
                1934 (25 U.S.C. 452 et seq.);
                    [(E) an educational service agency; or
                    [(F) a consortium of 2 or more of the 
                entities described in subparagraphs (A) through 
                (E).]
            (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.
            [(14)](21) Eligible recipient.--The term ``eligible 
        recipient'' means--
                    (A) a local educational agency (including a 
                public charter school that operates as a local 
                educational agency), an area career and 
                technical education school, an educational 
                service agency, an Indian Tribe, Tribal 
                organization, or Tribal educational agency or a 
                consortium, eligible to receive assistance 
                under section 131; or
                    (B) * * *
            (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.
            [(15)](24) Governor.--* * *
            (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).
            [(16) Individual with limited english 
        proficiency.--The term ``individual with limited 
        English proficiency'' means a secondary school student, 
        an adult, or an out-of-school youth, who has limited 
        ability in speaking, reading, writing, or understanding 
        the English language, and--
                    [(A) whose native language is a language 
                other than English; or
                    [(B) who lives in a family or community 
                environment in which a language other than 
                English is the dominant language.]
            [(17)](28) Individual with a disability.--
                    (A) In general.--* * *

           *       *       *       *       *       *       *

            (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).
            [(18)](30) Institution of higher education.--* * *
            [(19)](31) Local educational agency.--* * *
            (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).
            [(20)](33) Non-traditional fields.--The term ``non-
        traditional fields'' means occupations or fields of 
        work, [including]such as careers in computer science, 
        technology, and other current and emerging high skill 
        occupations, for which individuals from one gender 
        comprise less than 25 percent of the individuals 
        employed in each such occupation or field of work.
            [(21)](34) Outlying area.--* * *
            (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 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.
            [(22)](39) Postsecondary educational institution.--
        The term ``postsecondary educational institution'' 
        means--
                    (A) * * *

           *       *       *       *       *       *       *

                    (C) a nonprofit educational institution 
                offering certificate or [apprenticeship]other 
                skilled training programs at the postsecondary 
                level.
            (40) Professional development.--The term 
        ``professional development'' has the meaning given the 
        term in section 8101 of the Elementary and Secondary 
        Education Act of 1965.
            (41) Program of study.--The term ``program of 
        study'' means a coordinated, nonduplicative sequence of 
        secondary and postsecondary academic and technical 
        content that--
                    (A) incorporates challenging State academic 
                standards, including those adopted by a State 
                under section 1111(b)(1) of the Elementary and 
                Secondary Education Act of 1965;
                    (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).
            [(23) Postsecondary education tech prep student.--
        The term ``postsecondary education tech prep student'' 
        means a student who--
                    [(A) has completed the secondary education 
                component of a tech prep program; and
                    [(B) has enrolled in the postsecondary 
                education component of a tech prep program at 
                an institution of higher education described in 
                clause (i) or (ii) of section 203(a)(1)(B).]
            [(24) School dropout.--The term ``school dropout'' 
        means an individual who is no longer attending any 
        school and who has not received a secondary school 
        diploma or its recognized equivalent.]
            [(25) Scientifically based research.--The term 
        ``scientifically based research'' means research that 
        is carried out using scientifically based research 
        standards, as defined in section 102 of the Education 
        Sciences Reform Act of 2002 (20 U.S.C. 9501).]
            [(26) Secondary education tech prep student.--The 
        term ``secondary education tech prep student'' means a 
        secondary education student who has enrolled in 2 
        courses in the secondary education component of a tech 
        prep program.]
            [(27)](44) Secondary school.--The term ``secondary 
        school'' has the meaning given the term in section 8101 
        of the Elementary and Secondary Education Act of 1965.
            [(28)](45) Secretary.--The term ``Secretary'' means 
        the Secretary of Education.
            (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.
            [(29)](48) Special populations.--The term ``special 
        populations'' means--
                    (A) * * *
                    (B) individuals from economically 
                disadvantaged families, including [foster 
                children]low-income youth and adults;
                    (C) * * *

           *       *       *       *       *       *       *

                    [(E) displaced homemakers; and]
                    (E) out-of-workforce individuals;
                    (F) [individuals with limited English 
                proficiency.]English learners;
                    (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).
            [(30)](49) State.--* * *
            [(31)](50) Support services.--The term ``support 
        services'' means services related to curriculum 
        modification, equipment modification, classroom 
        modification, supportive personnel (including 
        paraprofessionals and specialized instructional support 
        personnel), and instructional aids and devices.
            [(32) Tech prep program.--The term ``tech prep 
        program'' means a tech prep program described in 
        section 203(c).]
            [(33)](51) Tribally controlled college or 
        university.--* * *
            [(34)](52) Tribally controlled postsecondary career 
        and technical institution.--The term ``tribally 
        controlled postsecondary career and technical 
        institution'' means an institution of higher education 
        (as defined in section 101 of the Higher Education Act 
        of 1965, except that subsection (a)(2) of such section 
        shall not be applicable and the reference to Secretary 
        in subsection (a)(5) of such section shall be deemed to 
        refer to the Secretary of the Interior) that--
                    (A) is formally controlled, or has been 
                formally sanctioned or chartered, by the 
                governing body of an [Indian tribe or Indian 
                tribes]Indian Tribe or Indian Tribes;

           *       *       *       *       *       *       *

                    (D) demonstrates adherence to stated goals, 
                a philosophy, or a plan of operation, that 
                fosters individual Indian economic and self-
                sufficiency opportunity, including programs 
                that are appropriate to stated [tribal]Tribal 
                goals of developing individual 
                entrepreneurships and self-sustaining economic 
                infrastructures on reservations or tribal 
                lands;

           *       *       *       *       *       *       *

            (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 a given 
        career field, that are aligned to curriculum and 
        instruction.

           *       *       *       *       *       *       *


SEC. 4. TRANSITION PROVISIONS.

    The Secretary shall take such steps as [the Secretary 
determines to be appropriate]are necessary to provide for the 
orderly transition to the authority of this Act (as amended by 
the [Carl D. Perkins Career and Technical Education Improvement 
Act of 2006]Strengthening Career and Technical Education for 
the 21st Century Act) from any authority under the provisions 
of the Carl D. Perkins Vocational and Technical Education Act 
of [1998]2006, as in effect on the day before the date of 
enactment of the [Carl D. Perkins Career and Technical 
Education Improvement Act of 2006]Strengthening Career and 
Technical Education for the 21st Century Act. The Secretary 
shall give each eligible agency the opportunity to submit a 
transition plan for the first fiscal year following the date of 
enactment of the [Carl D. Perkins Career and Technical 
Education Improvement Act of 2006]Strengthening Career and 
Technical Education for the 21st Century Act.

           *       *       *       *       *       *       *


SEC. 8. PROHIBITIONS.

    (a) Local Control.--Nothing in this Act shall be construed 
to authorize an officer or employee of the [Federal Government 
to mandate, direct, or control a State, local educational 
agency, or school's curriculum, program of instruction, or 
allocation of State or local resources, or mandate a State or 
any subdivision thereof to spend any funds or incur any costs 
not paid for under this Act, except as required under sections 
112(b), 311(b), and 323.]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.
    (b) No Preclusion of Other Assistance.--* * *

           *       *       *       *       *       *       *

    [(d) Rule of Construction.--Nothing in this section shall 
be construed to affect the requirements under section 113.]
    (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'').
    (e) Coherent and Rigorous Content.--* * *
    (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. 9. AUTHORIZATION OF APPROPRIATIONS.

    [There is authorized to be appropriated to carry out this 
Act (other than sections 114, 117, and 118, and title II) such 
sums as may be necessary for each of the fiscal years 2007 
through 2012.]

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. 111. RESERVATIONS AND STATE ALLOTMENT.

    [(a) Reservations and State Allotment.--
            [(1) Reservations.--From the sum 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) State allotment formula.--Subject to 
        paragraphs (3), (4), and (5), from the remainder of the 
        sum 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--
                    [(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.
            [(3) Minimum allotment for years with no additional 
        funds.--
                    [(A) In general.--Notwithstanding any other 
                provision of law and subject to subparagraphs 
                (B) and (C), and paragraph (5), for a fiscal 
                year for which there are no additional funds 
                (as such term is defined in paragraph (4)(D)), 
                no State shall receive for such fiscal year 
                under this subsection less than \1/2\ of 1 
                percent of the amount appropriated under 
                section 9 and not reserved under paragraph (1) 
                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) Requirement.--No State, by reason of 
                the application of subparagraph (A), shall 
                receive for a fiscal year more than 150 percent 
                of the amount the State received under this 
                subsection for the preceding fiscal year.
                    [(C) Special rule.--
                            [(i) In general.--Subject to 
                        paragraph (5), no State, by reason of 
                        the application of subparagraph (A), 
                        shall be allotted for a fiscal year 
                        more than the lesser of--
                                    [(I) 150 percent of the 
                                amount that the State received 
                                in the preceding fiscal year; 
                                and
                                    [(II) the amount calculated 
                                under clause (ii).
                            [(ii) Amount.--The amount 
                        calculated under this clause shall be 
                        determined by multiplying--
                                    [(I) the number of 
                                individuals in the State 
                                counted under paragraph (2) in 
                                the preceding fiscal year; by
                                    [(II) 150 percent of the 
                                national average per pupil 
                                payment made with funds 
                                available under this section 
                                for that year.
            [(4) Minimum allotment for years with additional 
        funds.--
                    [(A) In general.--Subject to subparagraph 
                (B) and paragraph (5), for a fiscal year for 
                which there are additional funds, no State 
                shall receive for such fiscal year under this 
                subsection less than \1/2\ of 1 percent of the 
                amount appropriated under section 9 and not 
                reserved under paragraph (1) 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 
                        amount appropriated under section 9 and 
                        not reserved under paragraph (1) for 
                        such fiscal year; and
                            [(ii) the sum of--
                                    [(I) the amount the 
                                qualifying State was allotted 
                                under paragraph (2) for fiscal 
                                year 2006 (as such paragraph 
                                was in effect on the day before 
                                the date of enactment of the 
                                Carl D. Perkins Career and 
                                Technical Education Improvement 
                                Act of 2006); and
                                    [(II) the product of--
                                            [(aa) \1/3\ of the 
                                        additional funds; 
                                        multiplied by
                                            [(bb) 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)(bb)(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 was allotted under paragraph (2) 
                        for fiscal year 2006 (as such paragraph 
                        was in effect on the day before the 
                        date of enactment of the Carl D. 
                        Perkins Career and Technical Education 
                        Improvement Act of 2006); divided by
                            [(ii) \1/2\ of 1 percent of the 
                        amount appropriated under section 9 and 
                        not reserved under paragraph (1) for 
                        the fiscal year for which the 
                        determination is made.
                    [(D) Definitions.--In this paragraph:
                            [(i) Additional funds.--The term 
                        ``additional funds'' means the amount 
                        by which--
                                    [(I) the sum appropriated 
                                under section 9 and not 
                                reserved under paragraph (1) 
                                for a fiscal year; exceeds
                                    [(II) the sum of--
                                            [(aa) the amount 
                                        allotted under 
                                        paragraph (2) for 
                                        fiscal year 2006 (as 
                                        such paragraph (2) was 
                                        in effect on the day 
                                        before the date of 
                                        enactment of the Carl 
                                        D. Perkins Career and 
                                        Technical Education 
                                        Improvement Act of 
                                        2006);
                                            [(bb) the amount 
                                        reserved under 
                                        paragraph (1)(C) for 
                                        fiscal year 2006 (as 
                                        such paragraph (1)(C) 
                                        was so in effect); and
                                            [(cc) $827,671.
                            [(ii) Qualifying state.--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 
                        (2) (without the application of this 
                        paragraph and paragraphs (3) and (5)), 
                        an amount that would be less than the 
                        amount the State would receive under 
                        subparagraph (A) for such fiscal year.
            [(5) Hold harmless.--
                    [(A) In general.--No State shall receive an 
                allotment under this section for a fiscal year 
                that is less than the allotment the State 
                received under part A of title I of the Carl D. 
                Perkins Vocational and Applied Technology 
                Education Act (20 U.S.C. 2311 et seq.) (as such 
                part was in effect on the day before the date 
                of enactment of the Carl D. Perkins Vocational 
                and Applied Technology Education Amendments of 
                1998) for fiscal year 1998.
                    [(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.
    [(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 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. 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 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. 112. WITHIN STATE ALLOCATION.

    (a) In General.--From the amount allotted to each State 
under section 111 for a fiscal year, the eligible agency shall 
make available--
            (1) not less than 85 percent for distribution under 
        section 131 or 132, of which not more than [10 
        percent]15 percent of the 85 percent may be used in 
        accordance with subsection (c);
            (2) not more than 10 percent to carry out State 
        leadership activities described in section 124, of 
        which--
                    (A) an amount equal to not more than [1 
                percent]2 percent of the amount allotted to the 
                State under section 111 for the fiscal year 
                shall be made available to serve individuals in 
                State institutions, such as [State correctional 
                institutions and institutions]State 
                correctional institutions, juvenile justice 
                facilities, and educational institutions that 
                serve individuals with disabilities; [and]
                    (B) * * *
                    (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
            (3) an amount equal to not more than 5 percent, or 
        $250,000, whichever is greater, for administration of 
        the State plan, which may be used for the costs of--
                    (A) developing the State plan;
                    (B) reviewing [a local plan;]local 
                applications;
                    (C) * * *

           *       *       *       *       *       *       *

    (c) Reserve.--From amounts made available under subsection 
(a)(1) to carry out this subsection, an eligible agency may 
award grants to eligible recipients for career and technical 
education activities described in [section 135 in--
            [(1) rural areas;
            [(2) areas with high percentages of career and 
        technical education students; and
            [(3) areas with high numbers of career and 
        technical education students.]section 135 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).

           *       *       *       *       *       *       *


SEC. 113. ACCOUNTABILITY.

    (a) Purpose.--* * *
    (b) State Determined Performance Measures.--
            (1) In general.--Each eligible agency, with input 
        from eligible recipients, shall establish State 
        determined performance measures for a State that 
        consist of--
                    (A) the core indicators of performance 
                described in subparagraphs (A) and (B) of 
                paragraph (2); and
                    [(B) any additional indicators of 
                performance (if any) identified by the eligible 
                agency under paragraph (2)(C); and]
                    [(C)](B) [a State adjusted level of 
                performance]a State determined level of 
                performance described in paragraph (3)(A) for 
                each core indicator of performance[, and State 
                levels of performance described in paragraph 
                (3)(B) for each additional indicator of 
                performance].
            [(2) Indicators of performance.--
                    [(A) Core indicators of performance for 
                career and technical education students at the 
                secondary level.--Each eligible agency shall 
                identify in the State plan core indicators of 
                performance for career and technical education 
                students at the secondary level that are valid 
                and reliable, and that include, at a minimum, 
                measures of each of the following:
                            [(i) Student attainment of the 
                        challenging State academic standards, 
                        as adopted by a State in accordance 
                        with section 1111(b)(1) of the 
                        Elementary and Secondary Education Act 
                        of 1965 and measured by the State 
                        determined levels of achievement on the 
                        academic assessments described in 
                        section 1111(b)(2) of such Act.
                            [(ii) Student attainment of career 
                        and technical skill proficiencies, 
                        including student achievement on 
                        technical assessments, that are aligned 
                        with industry-recognized standards, if 
                        available and appropriate.
                            [(iii) Student rates of attainment 
                        of each of the following:
                                    [(I) A secondary school 
                                diploma.
                                    [(II) A General Education 
                                Development (GED) credential, 
                                or other State-recognized 
                                equivalent (including 
                                recognized alternative 
                                standards for individuals with 
                                disabilities).
                                    [(III) A proficiency 
                                credential, certificate, or 
                                degree, in conjunction with a 
                                secondary school diploma (if 
                                such credential, certificate, 
                                or degree is offered by the 
                                State in conjunction with a 
                                secondary school diploma).
                            [(iv) Student graduation rates (as 
                        described in section 
                        1111(c)(4)(A)(i)(I)(bb) of the 
                        Elementary and Secondary Education Act 
                        of 1965).
                            [(v) Student placement in 
                        postsecondary education or advanced 
                        training, in military service, or in 
                        employment.
                            [(vi) Student participation in and 
                        completion of career and technical 
                        education programs that lead to non-
                        traditional fields.
                    [(B) Core indicators of performance for 
                career and technical education students at the 
                postsecondary level.--Each eligible agency 
                shall identify in the State plan core 
                indicators of performance for career and 
                technical education students at the 
                postsecondary level that are valid and 
                reliable, and that include, at a minimum, 
                measures of each of the following:
                            [(i) Student attainment of 
                        challenging career and technical skill 
                        proficiencies, including student 
                        achievement on technical assessments, 
                        that are aligned with industry-
                        recognized standards, if available and 
                        appropriate.
                            [(ii) Student attainment of an 
                        industry-recognized credential, a 
                        certificate, or a degree.
                            [(iii) Student retention in 
                        postsecondary education or transfer to 
                        a baccalaureate degree program.
                            [(iv) Student placement in military 
                        service or apprenticeship programs or 
                        placement or retention in employment, 
                        including placement in high skill, high 
                        wage, or high demand occupations or 
                        professions.
                            [(v) Student participation in, and 
                        completion of, career and technical 
                        education programs that lead to 
                        employment in non-traditional fields.
                    [(C) Additional indicators of 
                performance.--An eligible agency, with input 
                from eligible recipients, may identify in the 
                State plan additional indicators of performance 
                for career and technical education activities 
                authorized under this title, such as attainment 
                of self-sufficiency.
                    [(D) Existing indicators.--If a State has 
                developed, prior to the date of enactment of 
                the Carl D. Perkins Career and Technical 
                Education Improvement Act of 2006, State career 
                and technical education performance measures 
                that meet the requirements of this section (as 
                amended by such Act), the State may use such 
                performance measures to measure the progress of 
                career and technical education students.
                    [(E) State role.--Indicators of performance 
                described in this paragraph shall be 
                established solely by each eligible agency with 
                input from eligible recipients.
                    [(F) Alignment of performance indicators.--
                In the course of developing core indicators of 
                performance and additional indicators of 
                performance, 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, is used to meet the 
                requirements of this section.]
            (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 following the program year 
                        after exiting from secondary education, 
                        are in postsecondary education or 
                        advanced training.
                            (iv) The percentage of CTE 
                        concentrators who, in the second 
                        quarter following the program year 
                        after exiting from secondary education, 
                        are 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.), are volunteers as described in 
                        section 5(a) of the Peace Corps Act (22 
                        U.S.C. 2504(a)), or are employed 
                        (including those who are employed in 
                        high-skill, high-wage, or in-demand 
                        sectors or occupations).
                            (v) 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, 
                                        as defined in section 
                                        3(12)(A), graduating 
                                        from high school having 
                                        attained a recognized 
                                        postsecondary 
                                        credential.
                                            (bb) The percentage 
                                        of CTE concentrators, 
                                        as defined in section 
                                        3(12)(A), 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, 
                                        as defined in section 
                                        3(12)(A), 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.
                            (vi) The percentage of CTE 
                        concentrators, as defined in section 
                        3(12)(A), 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 (disaggregated by 
                        postsecondary award level, including 
                        certificate, associate, or 
                        baccalaureate degree), or in advanced 
                        training.
                            (ii) The percentage of CTE 
                        concentrators who, during the second 
                        quarter after program completion, are 
                        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.), are volunteers as described in 
                        section 5(a) of the Peace Corps Act (22 
                        U.S.C. 2504(a)), or have placement or 
                        retention in employment (including 
                        those individuals who are employed in a 
                        high-skill, high-wage, or in-demand 
                        sector or occupation).
                            (iii) The percentage of CTE 
                        concentrators who receive a recognized 
                        postsecondary credential during 
                        participation in or within 1 year of 
                        program completion.
                            (iv) The percentage of CTE 
                        concentrators in career and technical 
                        education programs and programs of 
                        study that lead to 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.
            (3) State determined levels of performance.--
                    [(A) State adjusted levels of performance 
                for core indicators of performance.--
                            [(i) In general.--Each eligible 
                        agency, with input from eligible 
                        recipients, shall establish in the 
                        State plan submitted under section 122, 
                        levels of performance for each of the 
                        core indicators of performance 
                        described in subparagraphs (A) and (B) 
                        of paragraph (2) for career and 
                        technical education activities 
                        authorized under this title. The levels 
                        of performance established under this 
                        subparagraph shall, at a minimum--
                                    [(I) be expressed in a 
                                percentage or numerical form, 
                                so as to be objective, 
                                quantifiable, and measurable; 
                                and
                                    [(II) require the State to 
                                continually make progress 
                                toward improving the 
                                performance of career and 
                                technical education students.
                            [(ii) Identification in the state 
                        plan.--Subject to section 4, each 
                        eligible agency shall identify, in the 
                        State plan submitted under section 122, 
                        levels of performance for each of the 
                        core indicators of performance for the 
                        first 2 program years covered by the 
                        State plan.
                            [(iii) Agreement on state adjusted 
                        levels of performance for first 2 
                        years.--The Secretary and each eligible 
                        agency shall reach agreement on the 
                        levels of performance for each of the 
                        core indicators of performance, for the 
                        first 2 program years covered by the 
                        State plan, taking into account the 
                        levels identified in the State plan 
                        under clause (ii) and the factors 
                        described in clause (vi). The levels of 
                        performance agreed to under this clause 
                        shall be considered to be the State 
                        adjusted level of performance for the 
                        State for such years and shall be 
                        incorporated into the State plan prior 
                        to the approval of such plan.
                            [(iv) Role of the secretary.--The 
                        role of the Secretary in the agreement 
                        described in clauses (iii) and (v) is 
                        limited to reaching agreement on the 
                        percentage or number of students who 
                        attain the State adjusted levels of 
                        performance.
                            [(v) Agreement on state adjusted 
                        levels of performance for subsequent 
                        years.--Prior to the third and fifth 
                        program years covered by the State 
                        plan, the Secretary and each eligible 
                        agency shall reach agreement on the 
                        State adjusted levels of performance 
                        for each of the core indicators of 
                        performance for the corresponding 
                        subsequent program years covered by the 
                        State plan, taking into account the 
                        factors described in clause (vi). The 
                        State adjusted levels of performance 
                        agreed to under this clause shall be 
                        considered to be the State adjusted 
                        levels of performance for the State for 
                        such years and shall be incorporated 
                        into the State plan.
                            [(vi) Factors.--The agreement 
                        described in clause (iii) or (v) shall 
                        take into account--
                                    [(I) how the levels of 
                                performance involved compare 
                                with the State adjusted levels 
                                of performance established for 
                                other States, taking into 
                                account factors including the 
                                characteristics of participants 
                                when the participants entered 
                                the program and the services or 
                                instruction to be provided; and
                                    [(II) the extent to which 
                                such levels of performance 
                                promote continuous improvement 
                                on the indicators of 
                                performance by such State.
                            [(vii) Revisions.--If unanticipated 
                        circumstances arise in a State 
                        resulting in a significant change in 
                        the factors described in clause (vi), 
                        the eligible agency may request that 
                        the State adjusted levels of 
                        performance agreed to under clause 
                        (iii) or (v) be revised. The Secretary 
                        shall issue objective criteria and 
                        methods for making such revisions.]
                    (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 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 adjusted 
                                        under 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 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 
                        in a manner consistent with the 
                        requirements described in subclause 
                        (III) of clause (i) and the procedure 
                        described in section 122(f). 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 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. Any 
                        such revision shall be carried out in 
                        the manner described in clause (ii). 
                        After public comment, as described in 
                        subparagraph (B), the eligible agency 
                        shall submit such revised levels of 
                        performance with evidence supporting 
                        the revision in a manner consistent 
                        with the procedure described in section 
                        122(f).
                    [(B) Levels of performance for additional 
                indicators.--Each eligible agency shall 
                identify in the State plan State levels of 
                performance for each of the additional 
                indicators of performance described in 
                paragraph (2)(C). Such levels shall be 
                considered to be the State levels of 
                performance for purposes of this title.]
                    (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).
                    (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; and
                                    (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.
                            (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 means, 
                        including by electronic means; 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.
            (4) Local levels of performance.--
                    (A) Local [adjusted] levels of performance 
                for core indicators of performance.--
                            (i) In general.--Each eligible 
                        recipient shall agree to accept the 
                        [State adjusted levels of 
                        performance]State determined levels of 
                        performance for each year of the plan 
                        established under paragraph (3) as 
                        [local adjusted levels]local levels of 
                        performances, or negotiate with the 
                        State to reach agreement on new [local 
                        adjusted levels]local levels of 
                        performance, for each of the core 
                        indicators of performance described in 
                        subparagraphs (A) and (B) of paragraph 
                        (2) for career and technical education 
                        activities authorized under this title. 
                        The levels of performance established 
                        under this subparagraph shall, at a 
                        minimum--
                                    (I) be expressed in a 
                                percentage or numerical form, 
                                [consistent with the State 
                                levels of performance 
                                established under paragraph 
                                (3), so as]consistent with the 
                                form expressed in the State 
                                determined levels, so as to be 
                                objective, quantifiable, and 
                                measurable; [and]
                                    (II) require the eligible 
                                recipient to [continually make 
                                progress toward improving the 
                                performance of career and 
                                technical education 
                                students.]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);
                                    (III) when 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 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.
                            (ii) Identification in the local 
                        [plan]application.--Each eligible 
                        recipient shall identify, in the local 
                        [plan]application submitted under 
                        section 134, levels of performance for 
                        each of the core indicators of 
                        performance for [the first 2]each of 
                        the program years covered by the local 
                        [plan]application.
                            [(iii) Agreement on local adjusted 
                        levels of performance for first 2 
                        years.--The eligible agency and each 
                        eligible recipient shall reach 
                        agreement, as described in clause (i), 
                        on the eligible recipient's levels of 
                        performance for each of the core 
                        indicators of performance for the first 
                        2 program years covered by the local 
                        plan, taking into account the levels 
                        identified in the local plan under 
                        clause (ii) and the factors described 
                        in clause (v). The levels of 
                        performance agreed to under this clause 
                        shall be considered to be the local 
                        adjusted levels of performance for the 
                        eligible recipient for such years and 
                        shall be incorporated into the local 
                        plan prior to the approval of such 
                        plan.]
                            [(iv)][(iii) Agreement on local 
                        adjusted levels of performance for 
                        subsequent years.--Prior to the third 
                        and fifth program years covered by the 
                        local plan, the eligible agency and 
                        each eligible recipient shall reach 
                        agreement on the local adjusted levels 
                        of performance for each of the core 
                        indicators of performance for the 
                        corresponding subsequent program years 
                        covered by the local plan, taking into 
                        account the factors described in clause 
                        (v). The local adjusted levels of 
                        performance agreed to under this clause 
                        shall be considered to be the local 
                        adjusted levels of performance for the 
                        eligible recipient for such years and 
                        shall be incorporated into the local 
                        plan.]
                            (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.
                            [(v) Factors.--The agreement 
                        described in clause (iii) or (iv) shall 
                        take into account--
                                    [(I) how the levels of 
                                performance involved compare 
                                with the local adjusted levels 
                                of performance established for 
                                other eligible recipients in 
                                the State, taking into account 
                                factors including the 
                                characteristics of participants 
                                when the participants entered 
                                the program and the services or 
                                instruction to be provided; and
                                    [(II) the extent to which 
                                the local adjusted levels of 
                                performance promote continuous 
                                improvement on the core 
                                indicators of performance by 
                                the eligible recipient.]
                            [(vi)](v) Revisions.--[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.]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. 
                        The eligible agency shall issue 
                        objective criteria and methods for 
                        making such revisions.
                    [(B) Levels of performance for additional 
                indicators.--Each eligible recipient may 
                identify, in the local plan, local levels of 
                performance for any additional indicators of 
                performance described in paragraph (2)(C). Such 
                levels shall be considered to be the local 
                levels of performance for purposes of this 
                title.]
                    [(C)](B) Local report.--
                            (i) Content of report.--Each 
                        eligible recipient that receives an 
                        allocation described in section 112 
                        shall annually prepare and submit to 
                        the eligible agency a report, which 
                        shall include [the data described in 
                        clause (ii)(I), regarding the progress 
                        of such recipient in achieving the 
                        local adjusted levels of 
                        performance]the data on the actual 
                        performance levels described in clause 
                        (ii), including the progress of such 
                        recipient in achieving the local levels 
                        of performance on the core indicators 
                        of performance.
                            (ii) Data.--Except as provided in 
                        clauses (iii) and (iv), each eligible 
                        recipient that receives an allocation 
                        described in section 112 shall--
                                    (I) disaggregate data for 
                                each of the indicators of 
                                performance under paragraph (2) 
                                for the subgroups of students 
                                described in [section 
                                1111(h)(1)(C)(i)]section 
                                1111(h)(1)(C)(ii) of the 
                                Elementary and Secondary 
                                Education Act of 1965 and 
                                [section 3(29)]section 3(48) 
                                that are served under this Act; 
                                [and]
                                    (II) identify and quantify 
                                any disparities or gaps in 
                                performance, as described in 
                                paragraph 3(C)(ii)(II), between 
                                any such category of students 
                                as described in subclause (I) 
                                (including special populations) 
                                and the performance of [all 
                                students]all CTE concentrators 
                                served by the eligible 
                                recipient under this Act[.]; 
                                and
                                    (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.
                            (iii) Nonduplication.--The eligible 
                        agency shall ensure, in a manner that 
                        is consistent with the actions of the 
                        Secretary under [subsection 
                        (c)(3)]paragraph (3)(C)(iii), that each 
                        eligible recipient does not report 
                        duplicative information under this 
                        section.
                            (iv) Rules for reporting of data.--
                        The disaggregation of data under 
                        [clause (ii)]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.
                            [(v) Availability.--The report 
                        described in clause (i) shall be made 
                        available to the public through a 
                        variety of formats, including 
                        electronically through the Internet.]
                            (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.
    [(c) Report.--
            [(1) In general.--Each eligible agency that 
        receives an allotment under section 111 shall annually 
        prepare and submit to the Secretary a report 
        regarding--
                    [(A) the progress of the State in achieving 
                the State adjusted levels of performance on the 
                core indicators of performance; and
                    [(B) information on the levels of 
                performance achieved by the State with respect 
                to the additional indicators of performance, 
                including the levels of performance for special 
                populations.
            [(2) Data.--Except as provided in paragraphs (3) 
        and (4), each eligible agency that receives an 
        allotment under section 111 or 201 shall--
                    [(A) disaggregate data for each of the 
                indicators of performance under subsection 
                (b)(2) for the categories of students described 
                in section 1111(h)(1)(C)(i) of the Elementary 
                and Secondary Education Act of 1965 and section 
                3(29) that are served under this Act; and
                    [(B) identify and quantify any disparities 
                or gaps in performance between any such 
                category of students and the performance of all 
                students served by the eligible agency under 
                this Act, which shall include a quantifiable 
                description of the progress each such category 
                of students served by the eligible agency under 
                this Act has made in meeting the State adjusted 
                levels of performance.
            [(3) Nonduplication.--The Secretary shall ensure 
        that each eligible agency does not report duplicative 
        information under this section.
            [(4) Rules for reporting of data.--The 
        disaggregation of data under paragraph (2) 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.
            [(5) Information dissemination.--The Secretary--
                    [(A) shall make the information contained 
                in such reports available to the general public 
                through a variety of formats, including 
                electronically through the Internet;
                    [(B) shall disseminate State-by-State 
                comparisons of the information; and
                    [(C) shall provide the appropriate 
                committees of Congress with copies of such 
                reports.]

           *       *       *       *       *       *       *


SEC. 114. NATIONAL ACTIVITIES.

    (a) Program Performance Information.--
            (1) In general.--[The Secretary shall]The Secretary 
        shall, in consultation with the Director, collect 
        performance information about, and report on, the 
        condition of career and technical education and on the 
        effectiveness of State and local programs, services, 
        and activities carried out under this title in order to 
        provide the Secretary and Congress, as well as Federal, 
        State, local, and tribal agencies, with information 
        relevant to improvement in the quality and 
        effectiveness of career and technical education. The 
        Secretary shall report annually to Congress on the 
        Secretary's aggregate analysis of performance 
        information collected each year pursuant to this title 
        from eligible agencies under section 113(b)(3)(C), 
        including an analysis of performance data regarding 
        special populations.
            (2) Compatibility.--* * *

           *       *       *       *       *       *       *

    [(b) Miscellaneous Provisions.--
            [(1) Collection of information at 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, the Office of Career, Technical, 
        and Adult Education, and an entity assisted under 
        section 118 (if applicable), shall determine the 
        methodology to be used and the frequency with which 
        information is to be collected.
            [(2) Cooperation of states.--All eligible agencies 
        receiving assistance under this Act shall cooperate 
        with the Secretary in implementing the information 
        systems developed pursuant to this Act.]
    (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.
    (c) Single Plan for Research, Development, Dissemination, 
Evaluation, and Assessment.--
            (1) In general.--The [Secretary may]Secretary 
        shall, directly or through grants, contracts, or 
        cooperative agreements, carry out research, 
        development, dissemination, evaluation and assessment, 
        capacity building, and technical assistance with regard 
        to the career and technical education programs under 
        this Act. The Secretary shall develop a single plan for 
        such activities.
            (2) Plan.--Such plan shall--
                    (A) * * *
                    (B) describe how the Secretary, acting 
                through the Director, will evaluate such career 
                and technical education activities in 
                accordance with subsection (d)(2); and
                    (C) include such other information as the 
                Secretary, in consultation with the Director, 
                determines to be appropriate.
    (d) Advisory Panel; Evaluation; Reports.--
            (1) Independent advisory panel.--
                    (A) In general.--The Secretary, acting 
                through the Director, shall appoint an 
                independent advisory panel to advise the 
                Secretary on the implementation of the 
                [assessment]evaluation described in paragraph 
                (2) and the plan developed under subsection 
                (c), including the issues to be addressed and 
                the methodology of the studies involved to 
                ensure that the [assessment]evaluation adheres 
                to the highest standards of quality.
                    (B) Members.--The advisory panel shall 
                consist of--
                            (i) * * *

           *       *       *       *       *       *       *

                            (v) career guidance and academic 
                        counseling professionals[; and];
                            (vi) other individuals and 
                        qualified intermediaries with relevant 
                        expertise[.], which may include 
                        individuals with expertise in 
                        addressing inequities in access to, and 
                        in opportunities for, academic and 
                        technical skill attainment;
                            (vii) representatives of Indian 
                        Tribes and Tribal organizations; and
                            (viii) representatives of special 
                        populations.
                    (C) Independent analysis.--The advisory 
                panel shall transmit to the Secretary, the 
                Director, the relevant committees of Congress, 
                and the Library of Congress an independent 
                analysis of the findings and recommendations 
                resulting from the [assessment]evaluation 
                described in paragraph (2).

           *       *       *       *       *       *       *

            (2) Evaluation[ and assessment].--
                    (A) In general.--From amounts made 
                available under [subsection (e), the 
                Secretary]subsection (f), the Secretary, acting 
                through the Director, shall provide for the 
                conduct of [an independent evaluation and 
                assessment]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), of 
                career and technical education programs under 
                this Act, including the implementation of the 
                [Carl D. Perkins Career and Technical Education 
                Improvement Act of 2006]Strengthening Career 
                and Technical Education for the 21st Century 
                Act, to the extent practicable, through studies 
                and analyses conducted independently through 
                grants, contracts, and cooperative agreements 
                that are awarded on a competitive basis to 
                institutions of higher education or a consortia 
                of one or more institutions of higher education 
                and one or more private nonprofit organizations 
                or agencies. 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.
                    [(B) Contents.--The assessment required 
                under subparagraph (A) shall include 
                descriptions and evaluations of--
                            [(i) the extent to which State, 
                        local, and tribal entities have 
                        developed, implemented, or improved 
                        State and local career and technical 
                        education programs assisted under this 
                        Act;
                            [(ii) the preparation and 
                        qualifications of teachers and faculty 
                        of career and technical education (such 
                        as meeting State established teacher 
                        certification or licensing 
                        requirements), as well as shortages of 
                        such teachers and faculty;
                            [(iii) academic and career and 
                        technical education achievement and 
                        employment outcomes of career and 
                        technical education, including analyses 
                        of--
                                    [(I) the extent and success 
                                of the integration of rigorous 
                                and challenging academic and 
                                career and technical education 
                                for students participating in 
                                career and technical education 
                                programs, including a review of 
                                the effect of such integration 
                                on the academic and technical 
                                proficiency achievement of such 
                                students (including the number 
                                of such students receiving a 
                                secondary school diploma); and
                                    [(II) the extent to which 
                                career and technical education 
                                programs prepare students, 
                                including special populations, 
                                for subsequent employment in 
                                high skill, high wage 
                                occupations (including those in 
                                which mathematics and science 
                                skills are critical), or for 
                                participation in postsecondary 
                                education;
                            [(iv) employer involvement in, and 
                        satisfaction with, career and technical 
                        education programs and career and 
                        technical education students' 
                        preparation for employment;
                            [(v) the participation of students 
                        in career and technical education 
                        programs;
                            (vi) the use of educational 
                        technology and distance learning with 
                        respect to career and technical 
                        education and tech prep programs; and
                            [(vii) the effect of State and 
                        local adjusted levels of performance 
                        and State and local levels of 
                        performance on the delivery of career 
                        and technical education services, 
                        including the percentage of career and 
                        technical education and tech prep 
                        students meeting the adjusted levels of 
                        performance described in section 113.]
                    (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).
                    (C) Reports.--
                            (i) In general.--The Secretary, in 
                        consultation with the Director, shall 
                        submit to the relevant committees of 
                        Congress--
                                    [(I) an interim report 
                                regarding the assessment on or 
                                before January 1, 2010; and
                                    [(II) a final report, 
                                summarizing all studies and 
                                analyses that relate to the 
                                assessment and that are 
                                completed after the interim 
                                report, on or before July 1, 
                                2011.]
                                    (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) Prohibition.--Notwithstanding 
                        any other provision of law, the reports 
                        required by this subsection shall not 
                        be subject to any review outside the 
                        Department of Education before their 
                        transmittal to the relevant committees 
                        of Congress and the Secretary, but the 
                        President, the Secretary, the Director, 
                        and the independent advisory panel 
                        established under paragraph (1) may 
                        make such additional recommendations to 
                        Congress with respect to the assessment 
                        as the President, the Secretary, the 
                        Director, or the panel determine to be 
                        appropriate.
                            (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.
            (3) Collection of state information and report.--
                    (A) In general.--The Secretary may collect 
                and disseminate information from States 
                regarding State efforts to meet [State adjusted 
                levels of performance described in section 
                113(b)]State determined levels of performance 
                described in section 113(b), as long as such 
                information does not reveal any personally 
                identifiable information.

           *       *       *       *       *       *       *

            [(4) Research.--
                    [(A) In general.--From amounts made 
                available under subsection (e), the Secretary, 
                after consulting with the States, shall award a 
                grant, contract, or cooperative agreement, on a 
                competitive basis, to an institution of higher 
                education, a public or private nonprofit 
                organization or agency, or a consortium of such 
                institutions, organizations, or agencies to 
                establish a national research center--
                            [(i) to carry out scientifically 
                        based research and evaluation for the 
                        purpose of developing, improving, and 
                        identifying the most successful methods 
                        for addressing the education, 
                        employment, and training needs of 
                        participants, including special 
                        populations, in career and technical 
                        education programs, including research 
                        and evaluation in such activities as--
                                    [(I) the integration of--
                                            [(aa) career and 
                                        technical instruction; 
                                        and
                                            [(bb) academic, 
                                        secondary and 
                                        postsecondary 
                                        instruction;
                                    [(II) education technology 
                                and distance learning 
                                approaches and strategies that 
                                are effective with respect to 
                                career and technical education;
                                    [(III) State adjusted 
                                levels of performance and State 
                                levels of performance that 
                                serve to improve career and 
                                technical education programs 
                                and student achievement;
                                    [(IV) academic knowledge 
                                and career and technical skills 
                                required for employment or 
                                participation in postsecondary 
                                education; and
                                    [(V) preparation for 
                                occupations in high skill, high 
                                wage, or high demand business 
                                and industry, including 
                                examination of--
                                            [(aa) collaboration 
                                        between career and 
                                        technical education 
                                        programs and business 
                                        and industry; and
                                            [(bb) academic and 
                                        technical skills 
                                        required for a regional 
                                        or sectoral workforce, 
                                        including small 
                                        business;
                            [(ii) to carry out scientifically 
                        based research and evaluation to 
                        increase the effectiveness and improve 
                        the implementation of career and 
                        technical education programs that are 
                        integrated with coherent and rigorous 
                        content aligned with challenging 
                        academic standards, including 
                        conducting research and development, 
                        and studies, that provide longitudinal 
                        information or formative evaluation 
                        with respect to career and technical 
                        education programs and student 
                        achievement;
                            [(iii) to carry out scientifically 
                        based research and evaluation that can 
                        be used to improve the preparation and 
                        professional development of teachers, 
                        faculty, and administrators, and to 
                        improve student learning in the career 
                        and technical education classroom, 
                        including--
                                    [(I) effective in-service 
                                and preservice teacher and 
                                faculty education that assists 
                                career and technical education 
                                programs in--
                                            [(aa) integrating 
                                        those programs with 
                                        challenging State 
                                        academic standards, as 
                                        adopted by States under 
                                        section 1111(b)(1) of 
                                        the Elementary and 
                                        Secondary Education Act 
                                        of 1965; and
                                            [(bb) coordinating 
                                        technical education 
                                        with industry-
                                        recognized 
                                        certification 
                                        requirements;
                                    [(II) dissemination and 
                                training activities related to 
                                the applied research and 
                                demonstration activities 
                                described in this subsection, 
                                which may also include serving 
                                as a repository for information 
                                on career and technical skills, 
                                State academic standards, and 
                                related materials; and
                                    [(III) the recruitment and 
                                retention of career and 
                                technical education teachers, 
                                faculty, counselors, and 
                                administrators, including 
                                individuals in groups 
                                underrepresented in the 
                                teaching profession; and
                            [(iv) to carry out such other 
                        research and evaluation, consistent 
                        with the purposes of this Act, as the 
                        Secretary determines appropriate to 
                        assist State and local recipients of 
                        funds under this Act.
                    [(B) Report.--The center conducting the 
                activities described in subparagraph (A) shall 
                annually prepare a report of the key research 
                findings of such center and shall submit copies 
                of the report to the Secretary, the relevant 
                committees of Congress, the Library of 
                Congress, and each eligible agency.
                    [(C) Dissemination.--The center shall 
                conduct dissemination and training activities 
                based upon the research described in 
                subparagraph (A).]
            [(5) Demonstrations and dissemination.--The 
        Secretary is authorized to carry out demonstration 
        career and technical education programs, to replicate 
        model career and technical education programs, to 
        disseminate best practices information, and to provide 
        technical assistance upon request of a State, for the 
        purposes of developing, improving, and identifying the 
        most successful methods and techniques for providing 
        career and technical education programs assisted under 
        this Act.]
            (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 grants, on a competitive 
                basis, to institutions of higher education, or 
                to consortia 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) Research and analyses that 
                        provide longitudinal information with 
                        respect to career and technical 
                        education programs and programs of 
                        study and student achievement.
                            (iv) To carry out, evaluate, or 
                        research 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.--Each 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, 
                the Director, the relevant committees of 
                Congress, the Library of Congress, and each 
                eligible agency.
                    (D) Dissemination.--Each 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.
    (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--
                            (i) is needed for the development, 
                        expansion, and implementation of State-
                        approved career and technical education 
                        programs of study; and
                            (ii) includes 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.
                    (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.
    [(e)][(f) Authorization of Appropriations.--There are 
authorized to be appropriated to carry out this section such 
sums as may be necessary for each of fiscal years 2007 through 
2012.]
    (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. 115. ASSISTANCE FOR THE OUTLYING AREAS.

    (a) Outlying Areas.--From funds reserved pursuant to 
section 111(a)(1)(A), the Secretary shall--
            (1) * * *

           *       *       *       *       *       *       *

            (3) make a grant of $160,000 to the Republic of 
        Palau, [subject to subsection (d)]subject to subsection 
        (b).
    [(b) Remainder.--
            [(1) First year.--Subject to subsection (a), for 
        the first fiscal year following the date of enactment 
        of the Carl D. Perkins Career and Technical Education 
        Improvement Act of 2006, the Secretary shall make a 
        grant of the remainder of funds reserved pursuant to 
        section 111(a)(1)(A) to the Pacific Region Educational 
        Laboratory in Honolulu, Hawaii, to make grants for 
        career and technical education and training in Guam, 
        American Samoa, and the Commonwealth of the Northern 
        Mariana Islands, for the purpose of providing direct 
        career and technical educational services, including--
                    [(A) teacher and counselor training and 
                retraining;
                    [(B) curriculum development; and
                    [(C) the improvement of career and 
                technical education and training programs in 
                secondary schools and institutions of higher 
                education, or improving cooperative education 
                programs involving secondary schools and 
                institutions of higher education.
            [(2) Subsequent years.--Subject to subsection (a), 
        for the second fiscal year following the date of 
        enactment of the Carl D. Perkins Career and Technical 
        Education Improvement Act of 2006, and each subsequent 
        year, the Secretary shall make a grant of the remainder 
        of funds reserved pursuant to section 111(a)(1)(A) and 
        subject to subsection (a), in equal proportion, to each 
        of Guam, American Samoa, and the Commonwealth of the 
        Northern Mariana Islands, to be used to provide direct 
        career and technical educational services as described 
        in subparagraphs (A) through (C) of paragraph (1).
    [(c) Limitation.--The Pacific Region Educational Laboratory 
may use not more than 5 percent of the funds received under 
subsection (b)(1) for administrative costs.]
    [(d)](b) Restriction.--* * *

           *       *       *       *       *       *       *


SEC. 116. NATIVE AMERICAN PROGRAMS.

    (a) Definitions.--In this section:
            (1) Alaska [native]Native.--The term ``Alaska 
        Native'' means a Native as such term is defined in 
        section 3 of the Alaska Native Claims Settlement Act 
        (43 U.S.C. 1602).

           *       *       *       *       *       *       *

            [(3) Indian, indian tribe, and tribal 
        organization.--The terms ``Indian'', ``Indian tribe'', 
        and ``tribal organization'' have the meanings given the 
        terms in section 4 of the Indian Self-Determination and 
        Education Assistance Act (25 U.S.C. 450b).]

           *       *       *       *       *       *       *

            [(4)](3) Native [hawaiian]Hawaiian.--* * *
            [(5)](4) Native [hawaiian]Hawaiian organization.--
        The term ``Native Hawaiian organization'' has the 
        meaning given the term in section 6207 of the Native 
        Hawaiian Education Act (20 U.S.C. 7515).
    (b) Program Authorized.--
            (1) Authority.--From funds reserved under section 
        111(a)(1)(B)(i), the Secretary shall make grants to or 
        enter into contracts with Indian [tribes]Tribes, 
        [tribal]Tribal organizations, and Alaska Native 
        entities to carry out the authorized programs described 
        in subsection (c), except that such grants or contracts 
        shall not be awarded to secondary school programs in 
        Bureau-funded schools.
            (2) [Indian tribes and tribal organizations.--
        ]Indian tribes and tribal organizations.--The grants or 
        contracts described in this section that are awarded to 
        any [Indian tribe or tribal organization]Indian Tribe 
        or Tribal organization shall be subject to the terms 
        and conditions of section 102 of the Indian Self-
        Determination Act (25 U.S.C. [450f]5321) and shall be 
        conducted in accordance with the provisions of sections 
        4, 5, and 6 of the Act of April 16, 1934 (25 U.S.C. 
        [455-457]5345-5347), which are relevant to the programs 
        administered under this subsection.
            (3) Special authority relating to secondary schools 
        operated or supported by the [bureau of indian 
        affairs]Bureau of indian education.--An Indian 
        [tribe]Tribe, a [tribal]Tribal organization, or an 
        Alaska Native entity, that receives funds through a 
        grant made or contract entered into under paragraph (1) 
        may use the funds to provide assistance to a secondary 
        school operated or supported by the [Bureau of Indian 
        Affairs]Bureau of Indian Education to enable such 
        school to carry out career and technical education 
        programs.
            (4) Matching.--If sufficient funding is available, 
        the [Bureau of Indian Affairs]Bureau of Indian 
        Education shall expend an amount equal to the amount 
        made available under this subsection, relating to 
        programs for Indians, to pay a part of the costs of 
        programs funded under this subsection. During each 
        fiscal year the [Bureau of Indian Affairs]Bureau of 
        Indian Education shall expend not less than the amount 
        expended during the prior fiscal year on career and 
        technical education programs, services, and technical 
        activities administered directly by, or under contract 
        with, the [Bureau of Indian Affairs]Bureau of Indian 
        Education, except that in no year shall funding for 
        such programs, services, and activities be provided 
        from accounts and programs that support other Indian 
        education programs. The Secretary and the [Assistant 
        Secretary of the Interior for Indian Affairs]Director 
        of the Bureau of Indian Education shall prepare jointly 
        a plan for the expenditure of funds made available and 
        for the evaluation of programs assisted under this 
        subsection. Upon the completion of a joint plan for the 
        expenditure of the funds and the evaluation of the 
        programs, the Secretary shall assume responsibility for 
        the administration of the program, with the assistance 
        and consultation of the [Bureau of Indian 
        Affairs]Bureau of Indian Education.
            (5) Regulations.--If the Secretary promulgates any 
        regulations applicable to paragraph (2), the Secretary 
        shall--
                    (A) confer with, and allow for active 
                participation by, representatives of [Indian 
                tribes, tribal organizations, and individual 
                tribal members]Indian Tribes, Tribal 
                organizations, and individual Tribal members; 
                and
                    (B) * * *
            (6) Application.--Any Indian [tribe]Tribe, 
        [tribal]Tribal organization, or Bureau-funded school 
        eligible to receive assistance under this subsection 
        may apply individually or as part of a consortium with 
        another such Indian [tribe]Tribe, [tribal]Tribal 
        organization, or Bureau-funded school.
    (c) Authorized Activities.--
            (1) Authorized programs.--* * *
            (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.
            [(2)](3) Stipends.--
                    (A) In general.--* * *

           *       *       *       *       *       *       *

    (d) Grant or Contract Application.--In order to receive a 
grant or contract under this section, an organization, 
[tribe]Tribe, or entity described in subsection (b) shall 
submit an application to the Secretary that shall include an 
assurance that such organization, [tribe]Tribe, or entity shall 
comply with the requirements of this section.
    (e) Restrictions and Special Considerations.--The Secretary 
may not place upon grants awarded or contracts entered into 
under subsection (b) any restrictions relating to programs 
other than restrictions that apply to grants made to or 
contracts entered into with States pursuant to allotments under 
section 111(a). The Secretary, in awarding grants and entering 
into contracts under this section, shall ensure that the grants 
and contracts will improve career and technical education 
programs, and shall give special consideration to--
            (1) programs that involve, coordinate with, or 
        encourage [tribal]Tribal economic development plans; 
        and
            (2)* * *

           *       *       *       *       *       *       *

    (f) Consolidation of Funds.--Each organization, 
[tribe]Tribe, or entity receiving assistance under this section 
may consolidate such assistance with assistance received from 
related programs in accordance with the provisions of the 
Indian Employment, Training and Related Services Demonstration 
Act of 1992 (25 U.S.C. 3401 et seq.).
    (g) Nonduplicative and Nonexclusive Services.--Nothing in 
this section shall be construed--
            (1) to limit the eligibility of any organization, 
        [tribe]Tribe, or entity described in subsection (b) to 
        participate in any activity offered by an eligible 
        agency or eligible recipient under this title; or
            (2) to preclude or discourage any agreement, 
        between any organization, [tribe]Tribe, or entity 
        described in subsection (b) and any eligible agency or 
        eligible recipient, to facilitate the provision of 
        services by such eligible agency or eligible recipient 
        to the population served by such eligible agency or 
        eligible recipient.

           *       *       *       *       *       *       *


SEC. 117. TRIBALLY CONTROLLED POSTSECONDARY CAREER AND TECHNICAL 
                    INSTITUTIONS.

    (a) Grant Program.--Subject to the availability of 
appropriations, the Secretary shall make grants under this 
section, to provide basic support for the education and 
training of Indian students, to tribally controlled 
postsecondary career and technical institutions that are not 
receiving Federal assistance as of the date on which the grant 
is provided under--
            (1) * * *
            (2) the Navajo Community College Act [(25 U.S.C. 
        640a et seq.)](Public Law 92-189; 85 Stat. 646).
    (b) Uses of Grants.--* * *

           *       *       *       *       *       *       *

    (d) Applications.--To be eligible to receive a grant under 
this section, a tribally controlled postsecondary career and 
technical institution that is not receiving Federal assistance 
under title I of the Tribally Controlled Colleges and 
Universities Assistance Act of 1978 (25 U.S.C. 1802 et seq.) or 
the Navajo Community College Act [(25 U.S.C. 640a et 
seq.)](Public Law 92-189; 84 Stat. 646) shall submit to the 
Secretary an application at such time, in such manner, and 
containing such information as the Secretary may require.
    (e) Expenses.--
            (1) In general.--The Secretary shall, subject to 
        the availability of appropriations, provide for each 
        program year to each tribally controlled postsecondary 
        career and technical institution having an application 
        approved by the Secretary, an amount necessary to pay 
        expenses associated with--
                    (A) * * *

           *       *       *       *       *       *       *

    (f) Other Programs.--
            (1) In general.--* * *

           *       *       *       *       *       *       *

            (3) Prohibition on contract denial.--No tribally 
        controlled postsecondary career and technical 
        institution for which an Indian [tribe]Tribe has 
        designated a portion of the funds appropriated for the 
        [tribe]Tribe from funds appropriated under the Act of 
        November 2, 1921 (25 U.S.C. 13), may be denied a 
        contract for such portion under the Indian Self-
        Determination and Education Assistance Act (except as 
        provided in that Act), or denied appropriate contract 
        support to administer such portion of the appropriated 
        funds.

           *       *       *       *       *       *       *

    (h) Definitions.--In this section:
            (1) Indian; [indian tribe]Indian tribe.--The [terms 
        ``Indian'' and ``Indian tribe'' have the meanings given 
        the terms in]terms ``Indian'' and ``Indian Tribe'' have 
        the meanings given the terms ``Indian tribe, 
        respectively, in section 2 of the Tribally Controlled 
        Colleges and Universities Assistance Act of 1978 (25 
        U.S.C. 1801).

           *       *       *       *       *       *       *

    [(i) Authorization of Appropriations.--There are authorized 
to be appropriated to carry out this section such sums as may 
be necessary for each of fiscal years 2007 through 2012.]
    (i) Authorization of Appropriations.--There are authorized 
to be appropriated to carry out this section--
            (1) $9,762,539 for fiscal year 2019;
            (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.

           *       *       *       *       *       *       *


                        PART B--STATE PROVISIONS

SEC. 121. STATE ADMINISTRATION.

    (a) Eligible Agency Responsibilities.--The responsibilities 
of an eligible agency under this title shall include--
            (1) * * *
            (2) consultation with the Governor and appropriate 
        agencies, groups, and individuals including [parents, 
        students, teachers, teacher and faculty preparation 
        programs, representatives of businesses (including 
        small businesses), labor organizations, eligible 
        recipients, State and local officials, and local 
        program administrators, involved in the planning, 
        administration, evaluation, and coordination of 
        programs funded under this title;]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.

    (a) State Plan.--
            (1) In general.--Each eligible agency desiring 
        assistance under this title for any fiscal year shall 
        prepare and submit to the Secretary [a State plan for a 
        6-year period,]every 4 years a State plan for a 4-year 
        period, consistent with subsection (b), together with 
        such annual revisions as the eligible agency determines 
        to be necessary, except that, during the period 
        described in section 4, each eligible agency may submit 
        a transition plan that shall fulfill the eligible 
        agency's obligation to submit a State plan under this 
        section for the first fiscal year following the date of 
        enactment of the [Carl D. Perkins Career and Technical 
        Education Improvement Act of 2006]Strength-
        ening Career and Technical Education for the 21st 
        Century Act.
            (2) Revisions.--Each eligible agency--
                    (A) * * *
                    (B) shall, after the second year of the [6-
                year period]4-year period, conduct a review of 
                activities assisted under this title and submit 
                any revisions of the State plan that the 
                eligible agency determines necessary to the 
                Secretary.
            (3) Hearing process.--The eligible agency shall 
        conduct public hearings in the State, after appropriate 
        and sufficient notice, for the purpose of affording all 
        segments of the public and interested organizations and 
        groups [(including charter school authorizers and 
        organizers consistent with State law, employers, labor 
        organizations, parents, students, and community 
        organizations)](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), an opportunity to present 
        their views and make recommendations regarding the 
        State plan. A summary of such recommendations and the 
        eligible agency's response to such recommendations 
        shall be included in the State plan.
            (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) Submission of subsequent plans.--Any State plan 
        submitted by an eligible agency after the first 4-year 
        State plan is submitted under this section shall be 
        submitted not later than 120 days prior to the end of 
        the 4-year period covered by the preceding State plan.
    [(b) Plan Development.--
            [(1) In general.--The eligible agency shall--
                    [(A) develop the State plan in consultation 
                with--
                            [(i) academic and career and 
                        technical education teachers, faculty, 
                        and administrators;
                            [(ii) career guidance and academic 
                        counselors;
                            [(iii) eligible recipients;
                            [(iv) charter school authorizers 
                        and organizers consistent with State 
                        law;
                            [(v) parents and students;
                            [(vi) institutions of higher 
                        education;
                            [(vii) the State tech prep 
                        coordinator and representatives of tech 
                        prep consortia (if applicable);
                            [(viii) entities participating in 
                        activities described in section 101 of 
                        the Workforce Innovation and 
                        Opportunity Act;
                            [(ix) interested community members 
                        (including parent and community 
                        organizations);
                            [(x) representatives of special 
                        populations;
                            [(xi) representatives of business 
                        and industry (including representatives 
                        of small business); and
                            [(xii) representatives of labor 
                        organizations in the State; and
                    [(B) consult the Governor of the State with 
                respect to such development.
            [(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.
    [(c) Plan Contents.--The State plan shall include 
information that--
            [(1) describes the career and technical education 
        activities to be assisted that are designed to meet or 
        exceed the State adjusted levels of performance, 
        including a description of--
                    [(A) the career and technical programs of 
                study, which may be adopted by local 
                educational agencies and postsecondary 
                institutions to be offered as an option to 
                students (and their parents as appropriate) 
                when planning for and completing future 
                coursework, for career and technical content 
                areas that--
                            [(i) incorporate secondary 
                        education and postsecondary education 
                        elements;
                            [(ii) include coherent and rigorous 
                        content aligned with challenging 
                        academic standards and relevant career 
                        and technical content in a coordinated, 
                        nonduplicative progression of courses 
                        that align secondary education with 
                        postsecondary education to adequately 
                        prepare students to succeed in 
                        postsecondary education;
                            [(iii) may include the opportunity 
                        for secondary education students to 
                        participate in dual or concurrent 
                        enrollment programs or other ways to 
                        acquire postsecondary education 
                        credits; and
                            [(iv) lead to an industry-
                        recognized credential or certificate at 
                        the postsecondary level, or an 
                        associate or baccalaureate degree;
                    [(B) how the eligible agency, in 
                consultation with eligible recipients, will 
                develop and implement the career and technical 
                programs of study described in subparagraph 
                (A);
                    [(C) how the eligible agency will support 
                eligible recipients in developing and 
                implementing articulation agreements between 
                secondary education and postsecondary education 
                institutions;
                    [(D) how the eligible agency will make 
                available information about career and 
                technical programs of study offered by eligible 
                recipients;
                    [(E) the secondary and postsecondary career 
                and technical education programs to be carried 
                out, including programs that will be carried 
                out by the eligible agency to develop, improve, 
                and expand access to appropriate technology in 
                career and technical education programs;
                    [(F) the criteria that will be used by the 
                eligible agency to approve eligible recipients 
                for funds under this Act, including criteria to 
                assess the extent to which the local plan 
                will--
                            [(i) promote continuous improvement 
                        in academic achievement;
                            [(ii) promote continuous 
                        improvement of technical skill 
                        attainment; and
                            [(iii) identify and address current 
                        or emerging occupational opportunities;
                    [(G) how programs at the secondary level 
                will prepare career and technical education 
                students, including special populations, to 
                graduate from secondary school with a diploma;
                    [(H) how such programs will prepare career 
                and technical education students, including 
                special populations, academically and 
                technically for opportunities in postsecondary 
                education or entry into high skill, high wage, 
                or high demand occupations in current or 
                emerging occupations, and how participating 
                students will be made aware of such 
                opportunities;
                    [(I) how funds will be used to improve or 
                develop new career and technical education 
                courses--
                            [(i) at the secondary level that 
                        are aligned with challenging State 
                        academic standards adopted by the State 
                        under section 1111(b)(1) of the 
                        Elementary and Secondary Education Act 
                        of 1965;
                            [(ii) at the postsecondary level 
                        that are relevant and challenging; and
                            [(iii) that lead to employment in 
                        high skill, high wage, or high demand 
                        occupations;
                    [(J) how the eligible agency will 
                facilitate and coordinate communication on best 
                practices among successful recipients of tech 
                prep program grants under title II and eligible 
                recipients to improve program quality and 
                student achievement;
                    [(K) how funds will be used effectively to 
                link academic and career and technical 
                education at the secondary level and at the 
                postsecondary level in a manner that increases 
                student academic and career and technical 
                achievement; and
                    [(L) how the eligible agency will report on 
                the integration of coherent and rigorous 
                content aligned with challenging academic 
                standards in career and technical education 
                programs in order to adequately evaluate the 
                extent of such integration;
            [(2) describes how comprehensive professional 
        development (including initial teacher preparation and 
        activities that support recruitment) for career and 
        technical education teachers, faculty, administrators, 
        and career guidance and academic counselors will be 
        provided, especially professional development that--
                    [(A) promotes the integration of coherent 
                and rigorous academic content standards and 
                career and technical education curricula, 
                including through opportunities for the 
                appropriate academic and career and technical 
                education teachers to jointly develop and 
                implement curricula and pedagogical strategies, 
                as appropriate;
                    [(B) increases the percentage of teachers 
                that meet teacher certification or licensing 
                requirements;
                    [(C) is high quality, sustained, intensive, 
                and focused on instruction, and increases the 
                academic knowledge and understanding of 
                industry standards, as appropriate, of career 
                and technical education teachers;
                    [(D) encourages applied learning that 
                contributes to the academic and career and 
                technical knowledge of the student;
                    [(E) provides the knowledge and skills 
                needed to work with and improve instruction for 
                special populations;
                    [(F) assists in accessing and utilizing 
                data, including data provided under section 
                118, student achievement data, and data from 
                assessments; and
                    [(G) promotes integration with professional 
                development activities that the State carries 
                out under title II of the Elementary and 
                Secondary Education Act of 1965 and title II of 
                the Higher Education Act of 1965;
            [(3) describes efforts to improve--
                    [(A) the recruitment and retention of 
                career and technical education teachers, 
                faculty, and career guidance and academic 
                counselors, including individuals in groups 
                underrepresented in the teaching profession; 
                and
                    [(B) the transition to teaching from 
                business and industry, including small 
                business;
            [(4) describes efforts to facilitate the transition 
        of subbaccalaureate career and technical education 
        students into baccalaureate degree programs at 
        institutions of higher education;
            [(5) describes how the eligible agency will 
        actively involve parents, academic and career and 
        technical education teachers, administrators, faculty, 
        career guidance and academic counselors, local business 
        (including small businesses), and labor organizations 
        in the planning, development, implementation, and 
        evaluation of such career and technical education 
        programs;
            [(6) describes how funds received by the eligible 
        agency through the allotment made under section 111 
        will be allocated--
                    [(A) among career and technical education 
                at the secondary level, or career and technical 
                education at the postsecondary and adult level, 
                or both, including the rationale for such 
                allocation; and
                    [(B) among any consortia that will be 
                formed among secondary schools and eligible 
                institutions, and how funds will be allocated 
                among the members of the consortia, including 
                the rationale for such allocation;
            [(7) describes how the eligible agency will--
                    [(A) improve the academic and technical 
                skills of students participating in career and 
                technical education programs, including 
                strengthening the academic and career and 
                technical components of career and technical 
                education programs through the integration of 
                academics with career and technical education 
                to ensure learning in--
                            [(i) a well-rounded education (as 
                        defined in section 8101 of the 
                        Elementary and Secondary Education Act 
                        of 1965); and
                            [(ii) career and technical 
                        education subjects;
                    [(B) provide students with strong 
                experience in, and understanding of, all 
                aspects of an industry; and
                    [(C) ensure that students who participate 
                in such career and technical education programs 
                are taught to the same challenging academic 
                proficiencies as are taught to all other 
                students;
            [(8) describes how the eligible agency will 
        annually evaluate the effectiveness of such career and 
        technical education programs, and describe, to the 
        extent practicable, how the eligible agency is 
        coordinating such programs to ensure nonduplication 
        with other Federal programs;
            [(9) describes the eligible agency's program 
        strategies for special populations, including a 
        description of how individuals who are members of the 
        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 their status as members of the 
                special populations; and
                    [(C) will be provided with programs 
                designed to enable the special populations to 
                meet or exceed State adjusted levels of 
                performance, and prepare special populations 
                for further learning and for high skill, high 
                wage, or high demand occupations;
            [(10) describes--
                    [(A) the eligible agency's efforts to 
                ensure that eligible recipients are given the 
                opportunity to provide input in determining the 
                State adjusted levels of performance described 
                in section 113; and
                    [(B) how the eligible agency, in 
                consultation with eligible recipients, will 
                develop a process for the negotiation of local 
                adjusted levels of performance under section 
                113(b)(4) if an eligible recipient does not 
                accept the State adjusted levels of performance 
                under section 113(b)(3);
            [(11) provides assurances that 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;
            [(12) provides assurances that 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;
            [(13) describes how the eligible agency will report 
        data relating to students participating in career and 
        technical education in order to adequately measure the 
        progress of the students, including special 
        populations, and how the eligible agency will ensure 
        that the data reported to the eligible agency from 
        local educational agencies and eligible institutions 
        under this title and the data the eligible agency 
        reports to the Secretary are complete, accurate, and 
        reliable;
            [(14) describes how the eligible agency will 
        adequately address the needs of students in alternative 
        education programs, if appropriate;
            [(15) describes how the eligible agency will 
        provide local educational agencies, area career and 
        technical education schools, and eligible institutions 
        in the State with technical assistance;
            [(16) describes how career and technical education 
        relates to State and regional occupational 
        opportunities;
            [(17) describes the methods proposed for the joint 
        planning and coordination of programs carried out under 
        this title with other Federal education programs;
            [(18) describes how funds will be used to promote 
        preparation for high skill, high wage, or high demand 
        occupations and non-traditional fields;
            [(19) describes how funds will be used to serve 
        individuals in State correctional institutions; and
            [(20) contains the description and information 
        specified in subparagraphs (B) and (C)(iii) of section 
        102(b)(2), and, as appropriate, section 103(b)(3)(A), 
        and section 121(c), of the Workforce Innovation and 
        Opportunity Act concerning the provision of services 
        only for postsecondary students and school dropouts.
    [(d) Plan Options.--
            [(1) Single plan.--An eligible agency not choosing 
        to consolidate funds under section 202 shall fulfill 
        the plan or application submission requirements of this 
        section, and section 201(c), by submitting a single 
        State plan. In such plan, the eligible agency may allow 
        recipients to fulfill the plan or application 
        submission requirements of section 134 and subsections 
        (a) and (b) of section 204 by submitting a single local 
        plan.
            [(2) Plan submitted as part of combined plan.--The 
        eligible agency may submit the plan required under this 
        section as part of the plan submitted under section 103 
        of the Workforce Innovation and Opportunity Act, if the 
        plan submitted pursuant to the requirement of this 
        section meets the requirements of this Act.
    [(e) Plan Approval.--
            [(1) In general.--The Secretary shall approve a 
        State plan, or a revision to an approved State plan, 
        unless the Secretary determines that--
                    [(A) the State plan, or revision, 
                respectively, does not meet the requirements of 
                this Act; or
                    [(B) the State's levels of performance on 
                the core indicators of performance consistent 
                with section 113 are not sufficiently rigorous 
                to meet the purpose of this Act.
            [(2) Disapproval.--The Secretary shall not finally 
        disapprove a State plan, except after giving the 
        eligible agency notice and an opportunity for a 
        hearing.
            [(3) Consultation.--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, tech prep education, 
        and secondary career and technical education after 
        consultation with the State agency responsible for 
        supervision of community colleges, technical 
        institutes, or other 2-year postsecondary institutions 
        primarily engaged in providing postsecondary career and 
        technical education, and the State agency responsible 
        for secondary education. If a State agency finds that a 
        portion of the final State plan is objectionable, the 
        State agency shall file such objections with the 
        eligible agency. The eligible agency shall respond to 
        any objections of the State agency in the State plan 
        submitted to the Secretary.
            [(4) Timeframe.--A State plan shall be deemed 
        approved by the Secretary if the Secretary has not 
        responded to the eligible agency regarding the State 
        plan within 90 days of the date the Secretary receives 
        the State plan.]
    (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 alignment of 
                        employability skills;
                    (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 
                        of career and technical education 
                        programs and programs of study and 
                        career pathways to ensure 
                        nonduplication of eligible recipients' 
                        development of programs of study and 
                        career pathways;
                            (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 
        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.

    (a) State Program Improvement.--
            (1) Plan.--If a State fails to meet at least 90 
        [percent of an agreed upon]percent of the [State 
        adjusted level of performance]State determined level of 
        performance for any of the core indicators of 
        performance described in section [113(b)(3)]
        113(b)(2) for all CTE concentrators, the eligible 
        agency shall develop and implement a program 
        improvement plan [(with special consideration to 
        performance gaps identified under section 
        113(c)(2))](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 the 
        appropriate agencies, individuals, and organizations 
        during the first program year succeeding the program 
        year for which the eligible agency failed to so meet 
        the [State adjusted level of performance]State 
        determined level of performance for any of the core 
        indicators of performance.
            (2) Technical assistance.--If the Secretary 
        determines that an eligible agency is not properly 
        implementing the eligible agency's responsibilities 
        under section 122, or is not making substantial 
        progress in meeting the [purposes of this Act]purposes 
        of this section, including after implementation of the 
        improvement plan described in paragraph (1), based on 
        the [State's adjusted levels of performance]State 
        determined levels of performance, the Secretary shall 
        work with the eligible agency to implement the 
        improvement activities consistent with the requirements 
        of this Act.
            (3) Subsequent action.--
                    (A) In general.--The Secretary may, after 
                notice and opportunity for a hearing, withhold 
                from an eligible agency all, or a portion, of 
                the eligible agency's allotment under 
                paragraphs (2) and (3) of section 112(a) if the 
                eligible agency--
                            (i) fails to implement an 
                        improvement plan as described in 
                        paragraph (1); or
                            [(ii) fails to make any improvement 
                        in meeting any of the State adjusted 
                        levels of performance for the core 
                        indicators of performance identified 
                        under paragraph (1) within the first 
                        program year of implementation of its 
                        improvement plan described in paragraph 
                        (1); or
                            [(iii) fails to meet at least 90 
                        percent of an agreed upon State 
                        adjusted level of performance for the 
                        same core indicator of performance for 
                        3 consecutive years.]
                            (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.

           *       *       *       *       *       *       *

            (5) Adjustments prohibited.--An eligible agency 
        shall not be eligible to adjust performance levels 
        while executing an improvement plan under this section.

           *       *       *       *       *       *       *

    (b) Local Program Improvement.--
            (1) Local evaluation.--Each eligible agency shall 
        evaluate annually, using the local [adjusted] levels of 
        performance described in section 113(b)(4), the career 
        and technical education activities of each eligible 
        recipient receiving funds under this title.
            (2) Plan.--If, after reviewing the evaluation in 
        paragraph (1), the eligible agency determines that an 
        eligible recipient failed to meet at least 90 percent 
        of an agreed upon local [adjusted] level of performance 
        for any of the core indicators of performance described 
        in section 113(b)(4) for all CTE concentrators, the 
        eligible recipient shall develop and implement a 
        program improvement plan [(with special consideration 
        to performance gaps identified under section 
        113(b)(4)(C)(ii)(II)) in consultation with the eligible 
        agency,](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 appropriate agencies, individuals, 
        and organizations during the first program year 
        succeeding the program year for which the eligible 
        recipient failed to so meet any of the local [adjusted] 
        levels of performance for any of the core indicators of 
        performance.
            (3) Technical assistance.--If the eligible agency 
        determines that an eligible recipient is not properly 
        implementing the eligible recipient's responsibilities 
        under section 134, or is not making substantial 
        progress in meeting the purposes of this Act, based on 
        the local [adjusted] levels of performance, the 
        eligible agency shall work with the eligible recipient 
        to implement improvement activities consistent with the 
        requirements of this Act.
            (4) Subsequent action.--
                    (A) In general.--The eligible agency may, 
                after notice and opportunity for a hearing, 
                withhold from the eligible recipient all, or a 
                portion, of the eligible recipient's allotment 
                under this title if the eligible recipient--
                            (i) fails to implement an 
                        improvement plan as described in 
                        paragraph (2); or
                            [(ii) fails to make any improvement 
                        in meeting any of the local [adjusted] 
                        levels of performance for the core 
                        indicators of performance identified 
                        under paragraph (2) within the first 
                        program year of implementation of its 
                        improvement plan described in paragraph 
                        (2); or
                            [(iii) fails to meet at least 90 
                        percent of an agreed upon local 
                        [adjusted] level of performance for the 
                        same core indicator of performance for 
                        3 consecutive years.]
                            (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.
                    (B) Waiver for exceptional circumstances.--
                In determining whether to impose sanctions 
                under subparagraph (A), the eligible agency may 
                waive imposing sanctions--
                            (i) due to exceptional or 
                        uncontrollable circumstances, such as a 
                        natural disaster or a precipitous and 
                        unforeseen decline in the financial 
                        resources of the eligible recipient; 
                        [or]
                            (ii) based on the impact on the 
                        eligible recipient's reported 
                        performance of the small size of the 
                        career and technical education program 
                        operated by the eligible recipient[.]; 
                        or
                            (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.
            (5) Funds resulting from reduced allotments.--* * *
            (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.

    (a) General Authority.--From amounts reserved under section 
112(a)(2), each eligible agency [shall conduct State leadership 
activities.]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).
    (b) [Required]Permissible Uses of Funds.--The State 
leadership activities described in subsection (a) [shall]may 
include--
            [(1) an assessment of the career and technical 
        education programs carried out with funds under this 
        title, including an assessment of how the needs of 
        special populations are being met and how the career 
        and technical education programs are designed to enable 
        special populations to meet State adjusted levels of 
        performance and prepare the special populations for 
        further education, further training, or for high skill, 
        high wage, or high demand occupations;
            [(2) developing, improving, or expanding the use of 
        technology in career and technical education that may 
        include--
                    [(A) training of career and technical 
                education teachers, faculty, career guidance 
                and academic counselors, and administrators to 
                use technology, including distance learning;
                    [(B) providing career and technical 
                education students with the academic and career 
                and technical skills (including the mathematics 
                and science knowledge that provides a strong 
                basis for such skills) that lead to entry into 
                technology fields, including non-traditional 
                fields; or
                    [(C) encouraging schools to collaborate 
                with technology industries to offer voluntary 
                internships and mentoring programs;
            [(3) professional development programs, including 
        providing comprehensive professional development 
        (including initial teacher preparation) for career and 
        technical education teachers, faculty, administrators, 
        and career guidance and academic counselors at the 
        secondary and postsecondary levels, that support 
        activities described in section 122 and--
                    [(A) provide in-service and preservice 
                training in career and technical education 
                programs--
                            [(i) on effective integration and 
                        use of challenging academic and career 
                        and technical education provided 
                        jointly with academic teachers to the 
                        extent practicable;
                            [(ii) on effective teaching skills 
                        based on research that includes 
                        promising practices;
                            [(iii) on effective practices to 
                        improve parental and community 
                        involvement; and
                            [(iv) on effective use of 
                        scientifically based research and data 
                        to improve instruction;
                    [(B) are high quality, sustained, 
                intensive, and classroom-focused in order to 
                have a positive and lasting impact on classroom 
                instruction and the teacher's performance in 
                the classroom, and are not 1-day or short-term 
                workshops or conferences;
                    [(C) will help teachers and personnel to 
                improve student achievement in order to meet 
                the State adjusted levels of performance 
                established under section 113;
                    [(D) will support education programs for 
                teachers of career and technical education in 
                public schools and other public school 
                personnel who are involved in the direct 
                delivery of educational services to career and 
                technical education students to ensure that 
                teachers and personnel--
                            [(i) stay current with the needs, 
                        expectations, and methods of industry;
                            [(ii) can effectively develop 
                        rigorous and challenging, integrated 
                        academic and career and technical 
                        education curricula jointly with 
                        academic teachers, to the extent 
                        practicable;
                            [(iii) develop a higher level of 
                        academic and industry knowledge and 
                        skills in career and technical 
                        education; and
                            [(iv) effectively use applied 
                        learning that contributes to the 
                        academic and career and technical 
                        knowledge of the student; and
                    [(E) are coordinated with the teacher 
                certification or licensing and professional 
                development activities that the State carries 
                out under title II of the Elementary and 
                Secondary Education Act of 1965 and title II of 
                the Higher Education Act of 1965;
            [(4) supporting career and technical education 
        programs that improve the academic and career and 
        technical skills of students participating in career 
        and technical education programs by strengthening the 
        academic and career and technical components of such 
        career and technical education programs, through the 
        integration of coherent and relevant content aligned 
        with challenging academic standards and relevant career 
        and technical education, to ensure achievement in--
                    [(A) a well-rounded education (as defined 
                in section 8101 of the Elementary and Secondary 
                Education Act of 1965); and
                    [(B) career and technical education 
                subjects;
            [(5) providing preparation for non-traditional 
        fields in current and emerging professions, and other 
        activities that expose students, including special 
        populations, to high skill, high wage occupations;
            [(6) supporting partnerships among local 
        educational agencies, institutions of higher education, 
        adult education providers, and, as appropriate, other 
        entities, such as employers, labor organizations, 
        intermediaries, parents, and local partnerships, to 
        enable students to achieve State academic standards, 
        and career and technical skills, or complete career and 
        technical programs of study, as described in section 
        122(c)(1)(A);
            [(7) serving individuals in State institutions, 
        such as State correctional institutions and 
        institutions that serve individuals with disabilities;
            [(8) support for programs for special populations 
        that lead to high skill, high wage, or high demand 
        occupations; and
            [(9) technical assistance for eligible recipients.]
            (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;
            (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 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 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.
    [(c) Permissible Uses of Funds.--The leadership activities 
described in subsection (a) may include--
            [(1) improvement of career guidance and academic 
        counseling programs that assist students in making 
        informed academic and career and technical education 
        decisions, including--
                    [(A) encouraging secondary and 
                postsecondary students to graduate with a 
                diploma or degree; and
                    [(B) exposing students to high skill, high 
                wage occupations and non-traditional fields;
            [(2) establishment of agreements, including 
        articulation agreements, between secondary school and 
        postsecondary career and technical education programs 
        in order to provide postsecondary education and 
        training opportunities for students participating in 
        such career and technical education programs, such as 
        tech prep programs;
            [(3) support for initiatives to facilitate the 
        transition of subbaccalaureate career and technical 
        education students into baccalaureate degree programs, 
        including--
                    [(A) statewide articulation agreements 
                between associate degree granting career and 
                technical postsecondary educational 
                institutions and baccalaureate degree granting 
                postsecondary educational institutions;
                    [(B) postsecondary dual and concurrent 
                enrollment programs;
                    [(C) academic and financial aid counseling; 
                and
                    [(D) other initiatives--
                            [(i) to encourage the pursuit of a 
                        baccalaureate degree; and
                            [(ii) to overcome barriers to 
                        participation in baccalaureate degree 
                        programs, including geographic and 
                        other barriers affecting rural students 
                        and special populations;
            [(4) support for career and technical student 
        organizations, especially with respect to efforts to 
        increase the participation of students who are members 
        of special populations;
            [(5) support for public charter schools operating 
        career and technical education programs;
            [(6) support for career and technical education 
        programs that offer experience in, and understanding 
        of, all aspects of an industry for which students are 
        preparing to enter;
            [(7) support for family and consumer sciences 
        programs;
            [(8) support for partnerships between education and 
        business or business intermediaries, including 
        cooperative education and adjunct faculty arrangements 
        at the secondary and postsecondary levels;
            [(9) support to improve or develop new career and 
        technical education courses and initiatives, including 
        career clusters, career academies, and distance 
        education, that prepare individuals academically and 
        technically for high skill, high wage, or high demand 
        occupations;
            [(10) awarding incentive grants to eligible 
        recipients--
                    [(A) for exemplary performance in carrying 
                out programs under this Act, which awards shall 
                be based on--
                            [(i) eligible recipients exceeding 
                        the local adjusted levels of 
                        performance established under section 
                        113(b) 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 adoption and integration 
                        of coherent and rigorous content 
                        aligned with challenging academic 
                        standards and technical coursework;
                            [(iv) eligible recipients' progress 
                        in having special populations who 
                        participate in career and technical 
                        education programs meet local adjusted 
                        levels of performance; 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)(19);
            [(11) providing for activities to support 
        entrepreneurship education and training;
            [(12) providing career and technical education 
        programs for adults and school dropouts to complete 
        their secondary school education, in coordination, to 
        the extent practicable, with activities authorized 
        under the Adult Education and Family Literacy Act;
            [(13) providing assistance to individuals, who have 
        participated in services and activities under this 
        title, in continuing the individuals' education or 
        training or finding appropriate jobs, such as through 
        referral to the system established under section 121 of 
        the Workforce Innovation and Opportunity Act;
            [(14) developing valid and reliable assessments of 
        technical skills;
            [(15) developing and enhancing data systems to 
        collect and analyze data on secondary and postsecondary 
        academic and employment outcomes;
            [(16) improving--
                    [(A) the recruitment and retention of 
                career and technical education teachers, 
                faculty, administrators, and career guidance 
                and academic counselors, including individuals 
                in groups underrepresented in the teaching 
                profession; and
                    [(B) the transition to teaching from 
                business and industry, including small 
                business; and
            [(17) support for occupational and employment 
        information resources, such as those described in 
        section 118.]
    [(d)](c) Restriction on Uses of Funds.--An eligible agency 
that receives funds under section 112(a)(2) may not use any of 
such funds for administrative costs[.], except for technical 
assistance.

           *       *       *       *       *       *       *


                        PART C--LOCAL PROVISIONS

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

    (a) Distribution Rules.--Except as provided in section 133 
and as otherwise provided in this section, each eligible agency 
shall distribute the portion of funds made available under 
section 112(a)(1) to carry out this section to local 
educational agencies within the State as follows:
            (1) Thirty percent.--* * *

           *       *       *       *       *       *       *

            (3) Adjustments.--Each eligible agency, in making 
        the allocations under paragraphs (1) and (2), shall 
        adjust the data used to make the allocations to--
                    (A) * * *
                    (B) include local educational agencies 
                without geographical boundaries, such as 
                charter schools and secondary schools funded by 
                the [Bureau of Indian Affairs]Bureau of Indian 
                Education.

           *       *       *       *       *       *       *

    (c) Minimum Allocation.--
            (1) In general.--* * *
            (2) Waiver.--The eligible agency shall waive the 
        application of paragraph (1) in any case in which the 
        local educational agency--
                    (A)(i) is located in a rural, sparsely 
                populated area; or
                    (ii) is a public charter school operating 
                secondary school career and technical education 
                programs or programs of study; and
                    (B)* * *

           *       *       *       *       *       *       *

    (g) Data.--The Secretary shall collect information from 
eligible agencies regarding the specific dollar allocations 
made available by the eligible agency for career and technical 
education programs and programs of study under subsections (a), 
(b), (c), (d), and (e) and how these allocations are 
distributed to local educational agencies, area career and 
technical education schools, and educational service agencies, 
within the State in accordance with this section.
    (h) Special Rule.--Each eligible agency distributing funds 
under this section shall treat a secondary school funded by the 
[Bureau of Indian Affairs]Bureau of Indian Education within the 
State as if such school were a local educational agency within 
the State for the purpose of receiving a distribution under 
this section.

           *       *       *       *       *       *       *


SEC. 133. SPECIAL RULES FOR CAREER AND TECHNICAL EDUCATION.

    (a) Special Rule for Minimal Allocation.--
            (1) General authority.--* * *

           *       *       *       *       *       *       *

    (c) Construction.--Nothing in section 131 or 132 shall be 
construed--
            (1) to prohibit a local educational agency or a 
        consortium thereof that receives assistance under 
        section 131, from working with an eligible institution 
        or consortium thereof that receives assistance under 
        section 132, to carry out career and technical 
        education programs or programs of study at the 
        secondary level in accordance with this title;
            (2) to prohibit an eligible institution or 
        consortium thereof that receives assistance under 
        section 132, from working with a local educational 
        agency or consortium thereof that receives assistance 
        under section 131, to carry out postsecondary and adult 
        career and technical education programs or programs of 
        study in accordance with this title; or
            (3) to require a charter school, that provides 
        career and technical education programs or programs of 
        study and is considered a local educational agency 
        under State law, to jointly establish the charter 
        school's eligibility for assistance under this title 
        unless the charter school is explicitly permitted to do 
        so under the State's charter school statute.
    (d) Consistent Application.--For purposes of this section, 
the eligible agency shall provide funds to charter schools 
offering career and technical education programs or programs of 
study in the same manner as the eligible agency provides those 
funds to other schools. Such career and technical education 
programs within a charter school shall be of sufficient size, 
scope, and quality to be effective.

           *       *       *       *       *       *       *


SEC. 134. [LOCAL PLAN]LOCAL APPLICATION FOR CAREER AND TECHNICAL 
                    EDUCATION PROGRAMS.

    (a) [Local Plan]Local Application Required.--Any eligible 
recipient desiring financial assistance under this part shall, 
in accordance with requirements established by the eligible 
agency (in consultation with such other educational training 
entities as the eligible agency determines to be appropriate) 
[submit a local plan]submit a local application to the eligible 
agency. [Such local plan]Such local application shall cover the 
same period of time as the period of time applicable to the 
State plan submitted under section 122.
    [(b) Contents.--The eligible agency shall determine the 
requirements for local plans, except that each local plan 
shall--
            [(1) describe how the career and technical 
        education programs required under section 135(b) will 
        be carried out with funds received under this title;
            [(2) describe how the career and technical 
        education activities will be carried out with respect 
        to meeting State and local adjusted levels of 
        performance established under section 113;
            [(3) describe how the eligible recipient will--
                    [(A) offer the appropriate courses of not 
                less than 1 of the career and technical 
                programs of study described in section 
                122(c)(1)(A);
                    [(B) 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--
                            [(i) a well-rounded education (as 
                        defined in section 8101 of the 
                        Elementary and Secondary Education Act 
                        of 1965); and
                            [(ii) career and technical 
                        education subjects;
                    [(C) provide students with strong 
                experience in, and understanding of, all 
                aspects of an industry;
                    [(D) ensure that students who participate 
                in such career and technical education programs 
                are taught to the same coherent and rigorous 
                content aligned with challenging academic 
                standards as are taught to all other students; 
                and
                    [(E) encourage career and technical 
                education students at the secondary evel to 
                enroll in rigorous and challenging courses in 
                order to provide a well-rounded education (as 
                defined in section 8101 of the Elementary and 
                Secondary Education Act of 1965);
            [(4) describe how comprehensive professional 
        development (including initial teacher preparation) for 
        career and technical education, academic, guidance, and 
        administrative personnel will be provided that promotes 
        the integration of coherent and rigorous content 
        aligned with challenging academic standards and 
        relevant career and technical education (including 
        curriculum development);
            [(5) describe how parents, students, academic and 
        career and technical education teachers, faculty, 
        administrators, career guidance and academic 
        counselors, representatives of tech prep consortia (if 
        applicable), representatives of the entities 
        participating in activities described in section 107 of 
        the Workforce Innovation and Opportunity Act (if 
        applicable), representatives of business (including 
        small business) and industry, labor organizations, 
        representatives of special populations, and other 
        interested individuals are involved in the development, 
        implementation, and evaluation of career and technical 
        education programs assisted under this title, and how 
        such individuals and entities are effectively informed 
        about, and assisted in understanding, the requirements 
        of this title, including career and technical programs 
        of study;
            [(6) provide assurances that the eligible recipient 
        will provide a career and technical education program 
        that is of such size, scope, and quality to bring about 
        improvement in the quality of career and technical 
        education programs;
            [(7) describe the process that will be used to 
        evaluate and continuously improve the performance of 
        the eligible recipient;
            [(8) describe how the eligible recipient will--
                    [(A) review career and technical education 
                programs, and identify and adopt strategies to 
                overcome barriers that result in lowering rates 
                of access to or lowering success in the 
                programs, for special populations;
                    [(B) provide programs that are designed to 
                enable the special populations to meet the 
                local adjusted levels of performance; and
                    [(C) provide activities to prepare special 
                populations, including single parents and 
                displaced homemakers, for high skill, high 
                wage, or high demand occupations that will lead 
                to self-sufficiency;
            [(9) describe how individuals who are members of 
        special populations will not be discriminated against 
        on the basis of their status as members of the special 
        populations;
            [(10) describe how funds will be used to promote 
        preparation for non-traditional fields;
            [(11) describe how career guidance and academic 
        counseling will be provided to career and technical 
        education students, including linkages to future 
        education and training opportunities; and
            [(12) describe efforts to improve--
                    [(A) the recruitment and retention of 
                career and technical education teachers, 
                faculty, and career guidance and academic 
                counselors, including individuals in groups 
                underrepresented in the teaching profession; 
                and
                    [(B) the transition to teaching from 
                business and industry.]
    (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, which shall 
        include not less than 1 program of study approved by a 
        State under section 124(b)(2) and supported by the 
        eligible recipient with funds under this part, 
        including--
                    (A) how the results of the comprehensive 
                needs assessment described in subsection (c) 
                informed the selection of the specific career 
                and technical education programs and activities 
                selected to be funded;
                    (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 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
            (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. 135. LOCAL USES OF FUNDS.

    [(a) General Authority.--Each eligible recipient that 
receives funds under this part shall use such funds to improve 
career and technical education programs.
    [(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--
            [(1) strengthen the academic and career 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 academics 
        with career and technical education programs through a 
        coherent sequence of courses, such as career and 
        technical programs of study described in section 
        122(c)(1)(A), to ensure learning in--
                    [(A) a well-rounded education (as defined 
                in section 8101 of the Elementary and Secondary 
                Education Act of 1965); and
                    [(B) career and technical education 
                subjects;
            [(2) link career and technical education at the 
        secondary level and career and technical education at 
        the postsecondary level, including by offering the 
        relevant elements of not less than 1 career and 
        technical program of study described in section 
        122(c)(1)(A);
            [(3) provide students with strong experience in and 
        understanding of all aspects of an industry, which may 
        include work-based learning experiences;
            [(4) develop, improve, or expand the use of 
        technology in career and technical education, which may 
        include--
                    [(A) training of career and technical 
                education teachers, faculty, and administrators 
                to use technology, which may include distance 
                learning;
                    [(B) providing career and technical 
                education students with the academic and career 
                and technical skills (including the mathematics 
                and science knowledge that provides a strong 
                basis for such skills) that lead to entry into 
                the technology fields; or
                    [(C) encouraging schools to collaborate 
                with technology industries to offer voluntary 
                internships and mentoring programs, including 
                programs that improve the mathematics and 
                science knowledge of students;
            [(5) provide professional development programs that 
        are consistent with section 122 to secondary and 
        postsecondary teachers, faculty, administrators, and 
        career guidance and academic counselors who are 
        involved in integrated career and technical education 
        programs, including--
                    [(A) in-service and preservice training 
                on--
                            [(i) effective integration and use 
                        of challenging academic and career and 
                        technical education provided jointly 
                        with academic teachers to the extent 
                        practicable;
                            [(ii) effective teaching skills 
                        based on research that includes 
                        promising practices;
                            [(iii) effective practices to 
                        improve parental and community 
                        involvement; and
                            [(iv) effective use of 
                        scientifically based research and data 
                        to improve instruction;
                    [(B) support of education programs for 
                teachers of career and technical education in 
                public schools and other public school 
                personnel who are involved in the direct 
                delivery of educational services to career and 
                technical education students, to ensure that 
                such teachers and personnel stay current with 
                all aspects of an industry;
                    [(C) internship programs that provide 
                relevant business experience; and
                    [(D) programs designed to train teachers 
                specifically in the effective use and 
                application of technology to improve 
                instruction;
            [(6) develop and implement evaluations of the 
        career and technical education programs carried out 
        with funds under this title, including an assessment of 
        how the needs of special populations are being met;
            [(7) initiate, improve, expand, and modernize 
        quality career and technical education programs, 
        including relevant technology;
            [(8) provide services and activities that are of 
        sufficient size, scope, and quality to be effective; 
        and
            [(9) provide activities to prepare special 
        populations, including single parents and displaced 
        homemakers who are enrolled in career and technical 
        education programs, for high skill, high wage, or high 
        demand occupations that will lead to self-sufficiency.
    [(c) Permissive.--Funds made available to an eligible 
recipient under this title may be used--
            [(1) to involve parents, businesses, and labor 
        organizations as appropriate, in the design, 
        implementation, and evaluation of career and technical 
        education programs authorized under this title, 
        including establishing effective programs and 
        procedures to enable informed and effective 
        participation in such programs;
            [(2) to provide career guidance and academic 
        counseling, which may include information described in 
        section 118, for students participating in career and 
        technical education programs, that--
                    [(A) improves graduation rates and provides 
                information on postsecondary and career 
                options, including baccalaureate degree 
                programs, for secondary students, which 
                activities may include the use of graduation 
                and career plans; and
                    [(B) provides assistance for postsecondary 
                students, including for adult students who are 
                changing careers or updating skills;
            [(3) for local education and business (including 
        small business) partnerships, including for--
                    [(A) work-related experiences for students, 
                such as internships, cooperative education, 
                school-based enterprises, entrepreneurship, and 
                job shadowing that are related to career and 
                technical education programs;
                    [(B) adjunct faculty arrangements for 
                qualified industry professionals; and
                    [(C) industry experience for teachers and 
                faculty;
            [(4) to provide programs for special populations;
            [(5) to assist career and technical student 
        organizations;
            [(6) for mentoring and support services;
            [(7) for leasing, purchasing, upgrading or adapting 
        equipment, including instructional aids and 
        publications (including support for library resources) 
        designed to strengthen and support academic and 
        technical skill achievement;
            [(8) for teacher preparation programs that address 
        the integration of academic and career and technical 
        education and that assist individuals who are 
        interested in becoming career and technical education 
        teachers and faculty, including individuals with 
        experience in business and industry;
            [(9) to develop and expand postsecondary program 
        offerings at times and in formats that are accessible 
        for students, including working students, including 
        through the use of distance education;
            [(10) to develop initiatives that facilitate the 
        transition of subbaccalaureate career and technical 
        education students into baccalaureate degree programs, 
        including--
                    [(A) articulation agreements between sub-
                baccalaureate degree granting career and 
                technical education postsecondary educational 
                institutions and baccalaureate degree granting 
                postsecondary educational institutions;
                    [(B) postsecondary dual and concurrent 
                enrollment programs;
                    [(C) academic and financial aid counseling 
                for sub-baccalaureate career and technical 
                education students that informs the students of 
                the opportunities for pursuing a baccalaureate 
                degree and advises the students on how to meet 
                any transfer requirements; and
                    [(D) other initiatives--
                            [(i) to encourage the pursuit of a 
                        baccalaureate degree; and
                            [(ii) to overcome barriers to 
                        enrollment in and completion of 
                        baccalaureate degree programs, 
                        including geographic and other barriers 
                        affecting rural students and special 
                        populations;
            [(11) to provide activities to support 
        entrepreneurship education and training;
            [(12) for improving or developing new career and 
        technical education courses, including the development 
        of new proposed career and technical programs of study 
        for consideration by the eligible agency and courses 
        that prepare individuals academically and technically 
        for high skill, high wage, or high demand occupations 
        and dual or concurrent enrollment opportunities by 
        which career and technical education students at the 
        secondary level could obtain postsecondary credit to 
        count towards an associate or baccalaureate degree;
            [(13) to develop and support small, personalized 
        career-themed learning communities;
            [(14) to provide support for family and consumer 
        sciences programs;
            [(15) to provide career and technical education 
        programs for adults and school dropouts to complete the 
        secondary school education, or upgrade the technical 
        skills, of the adults and school dropouts;
            [(16) to provide assistance to individuals who have 
        participated in services and activities under this Act 
        in continuing their education or training or finding an 
        appropriate job, such as through referral to the system 
        established under section 121 of the Workforce 
        Innovation and Opportunity Act;
            [(17) to support training and activities (such as 
        mentoring and outreach) in non-traditional fields;
            [(18) to provide support for training programs in 
        automotive technologies;
            [(19) to pool a portion of such funds with a 
        portion of funds available to not less than 1 other 
        eligible recipient for innovative initiatives, which 
        may include--
                    [(A) improving the initial preparation and 
                professional development of career and 
                technical education teachers, faculty, 
                administrators, and counselors;
                    [(B) establishing, enhancing, or supporting 
                systems for--
                            [(i) accountability data collection 
                        under this Act; or
                            [(ii) reporting data under this 
                        Act;
                    [(C) implementing career and technical 
                programs of study described in section 
                122(c)(1)(A); or
                    [(D) implementing technical assessments; 
                and
            [(20) to support other career and technical 
        education activities that are consistent with the 
        purpose of this Act.
    [(d) Administrative Costs.--Each eligible recipient 
receiving funds under this part shall not use more than 5 
percent of the funds for administrative costs associated with 
the administration of activities assisted under this section.]

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 industry;
            (2) provide professional development for teachers, 
        faculty, school leaders, administrators, specialized 
        instructional support personnel, career guidance and 
        academic counselors, or paraprofessionals, as 
        appropriate, with respect to content and pedagogy and 
        support activities described in section 122, which may 
        include--
                    (A) supporting individualized academic and 
                career and technical education instructional 
                approaches, including the integration of 
                academic and career and technical education 
                standards and curricula;
                    (B) 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--
                    (A) the skills necessary to pursue high-
                skill, high-wage, or in-demand industry sectors 
                or occupations; and
                    (B) 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;
            (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 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; or
                    (S) other activities to improve career and 
                technical education programs; and
            (6) develop and implement evaluations of the 
        activities carried out with funds under this part, 
        including evaluations necessary to complete the 
        comprehensive needs assessment required under section 
        134(c) and the local report required under section 
        113(b)(4)(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--TECH PREP EDUCATION]

[SEC. 201. [20 U.S.C. 2371] STATE ALLOTMENT AND APPLICATION.

    [(a) In General.--For any fiscal year, the Secretary shall 
allot the amount made available under section 206 among the 
States in the same manner as funds are allotted to States under 
paragraph (2) of section 111(a).
    [(b) Payments to Eligible Agencies.--The Secretary shall 
make a payment in the amount of a State's allotment under 
subsection (a) to the eligible agency that serves the State and 
has an application approved under subsection (c).
    [(c) State Application.--Each eligible agency desiring an 
allotment under this title shall submit, as part of its State 
plan under section 122, an application that--
            [(1) describes how activities under this title will 
        be coordinated, to the extent practicable, with 
        activities described in the State plan submitted under 
        section 122; and
            [(2) contains such information as the Secretary may 
        require.

[SEC. 202. [20 U.S.C. 2372] CONSOLIDATION OF FUNDS.

    [(a) In General.--An eligible agency receiving an allotment 
under sections 111 and 201 may choose to consolidate all, or a 
portion of, funds received under section 201 with funds 
received under section 111 in order to carry out the activities 
described in the State plan submitted under section 122.
    [(b) Notification Requirement.--Each eligible agency that 
chooses to consolidate funds under this section shall notify 
the Secretary, in the State plan submitted under section 122, 
of the eligible agency's decision to consolidate funds under 
this section.
    [c) Treatment of Consolidated Funds.--Funds consolidated 
under this section shall be considered as funds allotted under 
section 111 and shall be distributed in accordance with section 
112.]

[SEC. 203. [20 U.S.C. 2373] TECH PREP PROGRAM.

    [(a) Grant Program Authorized.--
            [(1) In general.--From amounts made available to 
        each eligible agency under section 201, the eligible 
        agency, in accordance with the provisions of this 
        title, shall award grants, on a competitive basis or on 
        the basis of a formula determined by the eligible 
        agency, for tech prep programs described in subsection 
        (c). The grants shall be awarded to consortia between 
        or among--
                    [(A) a local educational agency, an 
                intermediate educational agency, educational 
                service agency, or area career and technical 
                education school, serving secondary school 
                students, or a secondary school funded by the 
                Bureau of Indian Affairs; and
                    [(B)(i) a nonprofit institution of higher 
                education that--
                            [(I)(aa) offers a 2-year associate 
                        degree program or a 2-year certificate 
                        program; and
                            [(bb) is qualified as an 
                        institution of higher education 
                        pursuant to section 102 of the Higher 
                        Education Act of 1965, including--
                                    [(AA) an institution 
                                receiving assistance under the 
                                Tribally Controlled Colleges 
                                and Universities Assistance Act 
                                of 1978 (25 U.S.C. 1801 et 
                                seq.); and
                                    [(BB) a tribally controlled 
                                postsecondary career and 
                                technical institution; or
                            [(II) offers a 2-year 
                        apprenticeship program that follows 
                        secondary education instruction,
                [if such nonprofit institution of higher 
                education is not prohibited from receiving 
                assistance under part B of title IV of the 
                Higher Education Act of 1965 pursuant to the 
                provisions of section 435(a)(2) of such Act; or
                    [(ii) a proprietary institution of higher 
                education that offers a 2-year associate degree 
                program and is qualified as an institution of 
                higher education pursuant to section 102 of the 
                Higher Education Act of 1965, if such 
                proprietary institution of higher education is 
                not subject to a default management plan 
                required by the Secretary.
            [(2) Special rule.--In addition, a consortium 
        described in paragraph (1) may include 1 or more--
                    [(A) institutions of higher education that 
                award a baccalaureate degree; and
                    [(B) employers (including small 
                businesses), business intermediaries, or labor 
                organizations.
    [(b) Duration.--Each consortium receiving a grant under 
this title shall use amounts provided under the grant to 
develop and operate a 4- or 6-year tech prep program described 
in subsection (c).
    [(c) Contents of Tech Prep Program.--Each tech prep program 
shall--
            [(1) be carried out under an articulation agreement 
        between the participants in the consortium;
            [(2) consist of a program of study that--
                    [(A) combines--
                            [(i) a minimum of 2 years of 
                        secondary education (as determined 
                        under State law); with
                            [(ii)(I) a minimum of 2 years of 
                        postsecondary education in a 
                        nonduplicative, sequential course of 
                        study; or
                            [(II) an apprenticeship program of 
                        not less than 2 years following 
                        secondary education instruction; and
                    [(B) integrates academic and career and 
                technical education instruction, and utilizes 
                work-based and worksite learning experiences 
                where appropriate and available;
                    [(C) provides technical preparation in a 
                career field, including high skill, high wage, 
                or high demand occupations;
                    [(D) builds student competence in technical 
                skills and as part of a well-rounded education 
                (as defined in section 8101 of the Elementary 
                and Secondary Education Act of 1965), as 
                appropriate, through applied, contextual, and 
                integrated instruction, in a coherent sequence 
                of courses;
                    [(E) leads to technical skill proficiency, 
                an industry-recognized credential, a 
                certificate, or a degree, in a specific career 
                field;
                    [(F) leads to placement in high skill or 
                high wage employment, or to further education; 
                and
                    [(G) utilizes career and technical 
                education programs of study, to the extent 
                practicable;
            [(3) include the development of tech prep programs 
        for secondary education and postsecondary education 
        that--
                    [(A) meet academic standards developed by 
                the State;
                    [(B) link secondary schools and 2-year 
                postsecondary institutions, and if possible and 
                practicable, 4-year institutions of higher 
                education, through--
                            [(i) nonduplicative sequences of 
                        courses in career fields;
                            [(ii) the use of articulation 
                        agreements; and
                            [(iii) the investigation of 
                        opportunities for tech prep secondary 
                        education students to enroll 
                        concurrently in secondary education and 
                        postsecondary education coursework;
                    [(C) use, if appropriate and available, 
                work-based or worksite learning experiences in 
                conjunction with business and all aspects of an 
                industry; and
                    [(D) use educational technology and 
                distance learning, as appropriate, to involve 
                all the participants in the consortium more 
                fully in the development and operation of 
                programs;
            [(4) include in-service professional development 
        for teachers, faculty, and administrators that--
                    [(A) supports effective implementation of 
                tech prep programs;
                    [(B) supports joint training in the tech 
                prep consortium;
                    [(C) supports the needs, expectations, and 
                methods of business and all aspects of an 
                industry;
                    [(D) supports the use of contextual and 
                applied curricula, instruction, and assessment;
                    [(E) supports the use and application of 
                technology; and
                    [(F) assists in accessing and utilizing 
                data, information available pursuant to section 
                118, and information on student achievement, 
                including assessments;
            [(5) include professional development programs for 
        counselors designed to enable counselors to more 
        effectively--
                    [(A) provide information to students 
                regarding tech prep programs;
                    [(B) support student progress in completing 
                tech prep programs, which may include the use 
                of graduation and career plans;
                    [(C) provide information on related 
                employment opportunities;
                    [(D) ensure that students are placed in 
                appropriate employment or further postsecondary 
                education;
                    [(E) stay current with the needs, 
                expectations, and methods of business and all 
                aspects of an industry; and
                    [(F) provide comprehensive career guidance 
                and academic counseling to participating 
                students, including special populations;
            [(6) provide equal access, to the full range of 
        technical preparation programs (including 
        preapprenticeship programs), to individuals who are 
        members of special populations, including the 
        development of tech prep program services appropriate 
        to the needs of special populations;
            [(7) provide for preparatory services that assist 
        participants in tech prep programs; and
            [(8) coordinate with activities conducted under 
        title I.
    [(d) Additional Authorized Activities.--Each tech prep 
program may--
            [(1) provide for the acquisition of tech prep 
        program equipment;
            [(2) acquire technical assistance from State or 
        local entities that have designed, established, and 
        operated tech prep programs that have effectively used 
        educational technology and distance learning in the 
        delivery of curricula and services;
            [(3) establish articulation agreements with 
        institutions of higher education, labor organizations, 
        or businesses located inside or outside the State and 
        served by the consortium, especially with regard to 
        using distance learning and educational technology to 
        provide for the delivery of services and programs;
            [(4) improve career guidance and academic 
        counseling for participating students through the 
        development and implementation of graduation and career 
        plans; and
            [(5) develop curriculum that supports effective 
        transitions between secondary and postsecondary career 
        and technical education programs.
    [(e) Indicators of Performance and Accountability.--
            [(1) In general.--Each consortium shall establish 
        and report to the eligible agency indicators of 
        performance for each tech prep program for which the 
        consortium receives a grant under this title. The 
        indicators of performance shall include the following:
                    [(A) The number of secondary education tech 
                prep students and postsecondary education tech 
                prep students served.
                    [(B) The number and percent of secondary 
                education tech prep students enrolled in the 
                tech prep program who--
                            [(i) enroll in postsecondary 
                        education;
                            [(ii) enroll in postsecondary 
                        education in the same field or major as 
                        the secondary education tech prep 
                        students were enrolled at the secondary 
                        level;
                            [(iii) complete a State or 
                        industry-recognized certification or 
                        licensure;
                            [(iv) successfully complete, as a 
                        secondary school student, courses that 
                        award postsecondary credit at the 
                        secondary level; and
                            [(v) enroll in remedial 
                        mathematics, writing, or reading 
                        courses upon entering postsecondary 
                        education.
                    [(C) The number and percent of 
                postsecondary education tech prep students 
                who--
                            [(i) are placed in a related field 
                        of employment not later than 12 months 
                        after graduation from the tech prep 
                        program;
                            [ii) complete a State or industry-
                        recognized certification or licensure;
                            [(iii) complete a 2-year degree or 
                        certificate program within the normal 
                        time for completion of such program; 
                        and
                            [(iv) complete a baccalaureate 
                        degree program within the normal time 
                        for completion of such program.
            [(2) Number and percent.--For purposes of 
        subparagraphs (B) and (C) of paragraph (1), the numbers 
        and percentages shall be determined separately with 
        respect to each clause of each such subparagraph.]

[SEC. 204. [20 U.S.C. 2374] CONSORTIUM APPLICATIONS.

    [(a) In General.--Each consortium that desires to receive a 
grant under this title shall submit an application to the 
eligible agency at such time and in such manner as the eligible 
agency shall require.
    [(b) Plan.--Each application submitted under this section 
shall contain a 6-year plan for the development and 
implementation of tech prep programs under this title, which 
plan shall be reviewed after the second year of the plan.
    [(c) Approval.--The eligible agency shall approve 
applications under this title based on the potential of the 
activities described in the application to create an effective 
tech prep program.
    [(d) Special Consideration.--The eligible agency, as 
appropriate, shall give special consideration to applications 
that--
            [(1) provide for effective employment placement 
        activities or the transfer of students to baccalaureate 
        or advanced degree programs;
            [(2) are developed in consultation with business, 
        industry, institutions of higher education, and labor 
        organizations;
            [(3) address effectively the issues of school 
        dropout prevention and reentry, and the needs of 
        special populations;
            [(4) provide education and training in an area or 
        skill, including an emerging technology, in which there 
        is a significant workforce shortage based on the data 
        provided by the eligible entity in the State under 
        section 118;
            [(5) demonstrate how tech prep programs will help 
        students meet high academic and employability 
        competencies; and
            [(6) demonstrate success in, or provide assurances 
        of, coordination and integration with eligible 
        recipients described in part C of title I.
    [(e) Performance Levels.--
            [(1) In general.--Each consortium receiving a grant 
        under this title shall enter into an agreement with the 
        eligible agency to meet a minimum level of performance 
        for each of the performance indicators described in 
        sections 113(b) and 203(e).
            [(2) Resubmission of application; termination of 
        funds.--An eligible agency--
                    [(A) shall require consortia that do not 
                meet the performance levels described in 
                paragraph (1) for 3 consecutive years to 
                resubmit an application to the eligible agency 
                for a tech prep program grant; and
                    [(B) may choose to terminate the funding 
                for the tech prep program for a consortium that 
                does not meet the performance levels described 
                in paragraph (1) for 3 consecutive years, 
                including when the grants are made on the basis 
                of a formula determined by the eligible agency.
    [(f) Equitable Distribution of Assistance.--In awarding 
grants under this title, the eligible agency shall ensure an 
equitable distribution of assistance between or among urban and 
rural participants in the consortium.]

[SEC. 205. REPORT.

    [Each eligible agency that receives an allotment under this 
title annually shall prepare and submit to the Secretary a 
report on the effectiveness of the tech prep programs assisted 
under this title, including a description of how grants were 
awarded within the State.]

[SEC. 206. AUTHORIZATION OF APPROPRIATIONS.

    [There are authorized to be appropriated to carry out this 
title such sums as may be necessary for fiscal year 2007 and 
each of the 5 succeeding fiscal years.]

           *       *       *       *       *       *       *


                   TITLE [III]II--GENERAL PROVISIONS

               PART A--FEDERAL ADMINISTRATIVE PROVISIONS

SEC. [311]211. FISCAL REQUIREMENTS.

    (a) Supplement Not Supplant.--Funds made available under 
this Act for career and technical education activities shall 
supplement, and shall not supplant, non-Federal funds expended 
to carry out career and technical education activities [and 
tech prep program activities].
    (b) Maintenance of Effort.--
            (1) Determination.--
                    [(A) In general.--Except as provided in 
                subparagraphs (B) and (C), no payments shall be 
                made under this Act for any fiscal year to a 
                State for career and technical education 
                programs or tech prep programs unless the 
                Secretary determines that the fiscal effort per 
                student or the aggregate expenditures of such 
                State for career and technical education 
                programs for the fiscal year preceding the 
                fiscal year for which the determination is 
                made, equaled or exceeded such effort or 
                expenditures for career and technical education 
                programs for the second fiscal year preceding 
                the fiscal year for which the determination is 
                made.]
                    (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.
                    (B) Computation.--In computing the fiscal 
                effort or aggregate expenditures pursuant to 
                subparagraph (A), the Secretary [shall exclude 
                capital expenditures, special 1-time project 
                costs, and the cost of pilot programs.]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.

           *       *       *       *       *       *       *

                    (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.
            [(2) Waiver.--The Secretary may waive the 
        requirements of this section, with respect to not more 
        than 5 percent of expenditures by any eligible agency 
        for 1 fiscal year only, on making a determination that 
        such waiver would be equitable due to exceptional or 
        uncontrollable circumstances affecting the ability of 
        the eligible agency to meet such requirements, 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) 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.

           *       *       *       *       *       *       *


SEC. [3121]212. AUTHORITY TO MAKE PAYMENTS.

           *       *       *       *       *       *       *


SEC. [313]213. CONSTRUCTION.

           *       *       *       *       *       *       *


SEC. [314]214. VOLUNTARY SELECTION AND PARTICIPATION.

    No funds made available under this Act shall be used--
            (1) to require any secondary school student to 
        choose or pursue a specific [career path or 
        major]career pathway or program of study; or

           *       *       *       *       *       *       *


SEC. [315]215. LIMITATION FOR CERTAIN STUDENTS.

    No funds received under this Act may be used to provide 
[career and technical education programs]or programs of study 
to students prior to the [seventh grade]the middle grades (as 
such term is defined in section 8101 of the Elementary and 
Secondary Education Act of 1965), except that equipment and 
facilities purchased with funds under this Act may be used by 
such students.

           *       *       *       *       *       *       *


SEC. [316]216. FEDERAL LAWS GUARANTEEING CIVIL RIGHTS.

           *       *       *       *       *       *       *


SEC. [317]217. PARTICIPATION OF PRIVATE SCHOOL PERSONNEL AND CHILDREN.

    (a) Personnel.--* * *
    (b) Student Participation.--
            (1) Student participation.--Except as prohibited by 
        State or local law, an eligible recipient may, upon 
        written request, use funds made available under this 
        Act to provide for the meaningful participation, in 
        career and technical education programs activities, 
        including programs of study receiving funding under 
        this Act, of secondary school students attending 
        nonprofit private schools [who reside in the 
        geographical area served by]in areas served by the 
        eligible recipient.
            (2) Consultation.--An eligible recipient shall 
        consult, upon written request, in a timely and 
        meaningful manner with representatives of nonprofit 
        private schools in [the geographical area]areas served 
        by the eligible recipient described in paragraph (1) 
        regarding the meaningful participation, in career and 
        technical education programs and activities, including 
        programs of study receiving funding under this Act, of 
        secondary school students attending nonprofit private 
        schools.

           *       *       *       *       *       *       *


SEC. [318]218. LIMITATION ON FEDERAL REGULATIONS.

           *       *       *       *       *       *       *


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.

           *       *       *       *       *       *       *


                PART B--STATE ADMINISTRATIVE PROVISIONS

SEC. [321]221. JOINT FUNDING.

           *       *       *       *       *       *       *


SEC. [322]222. PROHIBITION ON USE OF FUNDS TO INDUCE OUT-OF-STATE 
                    RELOCATION OF BUSINESSES.

           *       *       *       *       *       *       *


SEC. [323]223. STATE ADMINISTRATIVE COSTS.

           *       *       *       *       *       *       *


SEC. [324]224. STUDENT ASSISTANCE AND OTHER FEDERAL PROGRAMS.

           *       *       *       *       *       *       *


                          CONFORMING AMENDMENT

SEC. 8. PROHIBITIONS.

    (a) Local Control.--Nothing in this Act shall be construed 
to authorize an officer or employee of the Federal Government 
to mandate, direct, or control a State, local educational 
agency, or school's curriculum, program of instruction, or 
allocation of State or local resources, or mandate a State or 
any subdivision thereof to spend any funds or incur any costs 
not paid for under this Act, except as required under sections 
112(b), [311(b), and 323]211(b), and 223.

           *       *       *       *       *       *       *


                      TITLE III--WAGNER-PEYSER ACT

                 [The Act of June 6, 1933, as Amended]

[As Amended Through P.L. 115-224, Enacted July 31, 2018]

           *       *       *       *       *       *       *


    Section 1. In order to promote the establishment and 
maintenance of a national system of public employment service 
offices, the United States Employment Service shall be 
established and maintained within the Department of Labor.

           *       *       *       *       *       *       *


SEC. 15. WORKFORCE AND LABOR MARKET INFORMATION SYSTEM.

    (a) System Content.--
            (1) In general.--The Secretary, in accordance with 
        the provisions of this section, shall oversee the 
        development, maintenance, and continuous improvement of 
        a nationwide workforce and labor market information 
        system that includes--
                    (A) * * *

           *       *       *       *       *       *       *

    (e) State Responsibilities.--
            (1) Designation of state agency.--* * *

           *       *       *       *       *       *       *

            (2) Duties.--In order to receive Federal financial 
        assistance under this section, the State agency shall--
                    (A) * * *
                    [(B)\3\ consult with State educational 
                agencies and local educational agencies 
                concerning the provision of workforce and labor 
                market information in order to meet the needs 
                of secondary school and postsecondary school 
                students who seek such information;]
---------------------------------------------------------------------------
    [\3\For version of law for section 15(e)(2)(B), as amended by 
section 301(1) of Public Law 115-224, see note below.]
---------------------------------------------------------------------------
                    (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;

           *       *       *       *       *       *       *

                    (G) actively seek the participation of 
                other State and local agencies in data 
                collection, analysis, and dissemination 
                activities in order to ensure complementarity, 
                compatibility, and usefulness of data; [and]
                    (H) utilize the quarterly records described 
                in section 116(i)(2) of the Workforce 
                Innovation and Opportunity Act to assist the 
                State and other States in measuring State 
                progress on State performance measures[.]; and
                    (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).

                               [all]