Section 1 Short title
This Act may be cited as the “Career and Technical Education Access Act”.
Career and Technical Education Access Act
A BILL
To establish a grant program to fund career and technical education programs, and for other purposes.
Sec. 2 Findings and purposes
Findings— Congress finds the following:
The demand for skilled workers in industries such as manufacturing, healthcare, construction, and information technology is increasing.
Connecticut’s Technical Education and Career System has demonstrated that a statewide career and technical education (in this Act referred to as “CTE”) model can successfully prepare students for both postsecondary education and high-demand careers.
Expanding CTE high schools nationwide will create greater economic opportunities for students, particularly those in under-resourced communities.
Students in States without dedicated CTE high schools often lack access to hands-on, work-based learning opportunities.
Students in rural or underserved areas may lack access to in-person CTE programs, necessitating the development of online and hybrid learning options to expand educational opportunities.
Purposes— The purposes of this Act are to—
create a voluntary Federal grant program to allow States to establish, expand, or improve CTE programs tailored to their local workforce needs;
provide flexibility for States to implement CTE programs through standalone CTE high schools, regional career centers, or hybrid models;
ensure strong industry partnerships and work-based learning opportunities in all CTE programs established or supported by a grant under this Act;
mandate States that receive a grant under this Act to conduct a workforce alignment assessment every 3 years to assess labor market needs and ensure alignment of CTE programs with in-demand jobs;
incentivize employer participation by encouraging funding contributions, equipment donations, paid internships or apprenticeships, and hiring preferences for CTE graduates;
integrate dual-enrollment programs with junior or community colleges to ensure students can earn college credit while completing high school CTE programs;
require that students completing CTE programs receive automatic credit transfer options for institutions of higher education, ensuring their coursework is recognized at participating institutions;
permit States to use grant funds to develop and implement online and hybrid CTE programs, expanding access to students in remote or underserved areas; and
establish a CTE Pell Grant for public secondary school students, expanding access to financial aid for industry-recognized certifications and training.
Sec. 3 Grant program for establishing or supporting CTE programs
Establishment— Not later than 1 year after the date of enactment of this Act, the Secretary of Education, in coordination with the Secretary of Labor, shall establish a grant program under which the Secretary of Education shall provide grants, on a competitive basis, to State educational agencies for approved activities under subsection (e).
Application— To be eligible to receive a grant under this section, a State educational agency shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may reasonably require, including the CTE program implementation plan described in subsection (c).
CTE program implementation plan— As part of the application required under subsection (b), a State educational agency shall develop and submit a 5-year plan for establishing and expanding CTE programs that includes—
a needs assessment demonstrating demand for CTE programs based on stakeholder input, including input from students, parents, local employers, and community partners;
an assessment of the CTE programs offered by the State educational agency at the time the application is submitted, including whether the State educational agency—
operates a statewide CTE high school system; or
offers any regional or limited CTE programs;
a budget and timeline for establishing or expanding CTE programs;
a strategy for workforce alignment, including employer partnerships and job placement pathways;
a plan for ensuring equity and access regarding CTE programs, including outreach to underserved populations and opportunity youth;
a program alignment report demonstrating alignment of CTE program offerings with in-demand job sectors; and
a plan for the development of online and hybrid CTE programs where applicable.
Grant duration— Except as provided in subsection (j)(3), a grant under this section shall be awarded for a period of 5 years.
Approved activities— A State educational agency that receives a grant under this section shall use such grant to carry out 1 or more of the following activities:
Constructing or renovating CTE high schools or regional career centers.
Creating or updating career-aligned coursework.
Supporting or facilitating collaboration by CTE high schools, regional career centers, or local educational agencies with local businesses, trade unions, and junior or community colleges to align CTE programs with workforce needs.
Developing internship, apprenticeship, and cooperative education opportunities for students enrolled in CTE programs.
Collaborating with CTE high schools, regional career centers, or local educational agencies to expand career counseling, financial assistance, and wraparound services for students enrolled in CTE programs.
Purchasing state-of-the-art tools and software for hands-on training for students enrolled in CTE programs, distributing such tools and software to CTE high schools, regional career centers, or local educational agencies, and training educators on how to use such tools and software.
Funding professional development for educators in secondary-level CTE programs, including instructors, counselors, and program coordinators employed by CTE high schools, regional career centers, or local educational agencies.
Expanding access to junior or community college courses for CTE high school students to ensure seamless credit transfer.
Supporting State educational agencies in creating virtual or hybrid CTE programs to provide access to students in rural or underserved regions.
Supporting programs that provide multi-craft construction instruction.
Outreach to encourage and support the participation of opportunity youth in CTE programs.
Geographic diversity; labor market— The Secretary shall award grants under this section in a manner that, to the extent practicable—
ensures geographic diversity in the areas in which activities will be carried out under the grants; and
aligns with the needs of the labor market in the areas in which activities will be carried out under the grants.
Cost sharing—
In general— The Secretary shall determine the Federal share of the cost of a project funded by a grant under this section based on the factors described in paragraph (2) and subject to the requirements of paragraph (3).
Factors— In determining the Federal share of the cost of a project funded by a grant under this section, the Secretary shall consider the following factors:
The scope and category of activities included in the project, including whether the project will—
establish a CTE program;
expand an existing CTE program; or
support an existing CTE program.
The status of any CTE programs that the State educational agency that receives the grant operates or otherwise oversees, including whether such CTE programs are aligned with workforce needs.
The availability of non-Federal funds to cover the non-Federal share of the cost of the project.
Range of Federal share— The Federal share of the cost of a project funded by a grant under this section, as determined by the Secretary in accordance with paragraph (2), shall not exceed 75 percent and shall not be less than 50 percent.
In-kind contributions— The non-Federal share of the cost of a project funded by a grant under this section may be provided in the form of an in-kind contribution of services, materials, or access to land.
Reporting requirements—
In general— Not later than 1 year after receiving a grant under this section, and annually thereafter, each recipient of such a grant shall submit to the Secretary a report that includes the following:
The number of students enrolled in CTE programs funded by a grant under this section.
To the extent practicable, the high school graduation rates, college enrollment rates, and job placement rates of students who participated in CTE programs funded by a grant under this section.
The number of students who received educational credentials, including industry-recognized certificates, through a CTE program funded by a grant under this section.
The number of employers who participate in, or other otherwise contribute to, CTE programs funded by a grant under this section.
Database— The Secretary shall publish on a public website of the Department a database containing the information reported to the Secretary under paragraph (1).
Performance-Based incentives— The Secretary may award additional grant funds to a State educational agency that demonstrates through the annual report required under subsection (h)(1) that the CTE programs of the State educational agency that are funded by a grant under this section are successful at assisting students with acquiring jobs and educational credentials, including industry-recognized certificates.
Benchmarks—
In general— The Secretary shall establish performance benchmarks for State educational agencies that receive a grant under this section, which may include metrics related to—
student enrollment in CTE programs;
credential attainment;
high school graduation rates;
job placement; and
employer engagement in CTE programs.
Corrective action plan— A State educational agency that receives a grant under this section and fails to meet 1 or more of the benchmarks established pursuant to paragraph (1) for 2 consecutive fiscal years shall submit a corrective action plan to the Secretary and the Secretary shall review such plan for approval. A corrective action plan shall include the following:
A needs assessment that—
identifies the benchmarks established pursuant to paragraph (1) that were not met and examines the extent of underperformance;
identifies and analyses the causes of underperformance, including any gaps in CTE program access, equity, quality, or workforce alignment;
reviews stakeholder feedback, including input from students, educators, employers, and community partners; and
evaluates current CTE program capacity, staffing, partnerships, and resource availability that may affect CTE program outcomes.
An improvement strategy that—
outlines evidence-based actions the State educational agency will take to address the issues identified in the needs assessment, including outlining any planned changes to CTE program design, implementation, partnerships, staffing, curriculum, instruction, or student supports;
describes how the actions outlined pursuant to clause (i) will address gaps in CTE program access, equity, quality, or workforce alignment; and
establishes measurable short-term and long-term goals to track CTE program improvement.
A timeline that—
establishes a schedule for implementing each component of the improvement strategy;
establishes milestones, deadlines, and responsible parties for each action outlined under subparagraph (B)(i), as applicable; and
aligns with the reporting cycle of the State educational agency and expected period for achieving measurable improvement.
An evaluation plan that—
identifies and describes the metrics and data sources the State educational agency will use to assess progress toward meeting the goals established pursuant to subparagraph (B)(iii), including the frequency of data collection and analysis;
outlines how progress will be reported to the Secretary and stakeholders; and
establishes a process for adjusting the improvement strategy based on data collected and analyzed pursuant to clause (i).
Grant reduction and restoration—
Reduction— In the case that a State educational agency that receives a grant under this section is required to submit a corrective action plan under paragraph (2) and fails to submit such plan, has such plan rejected by the Secretary, or continues to fail to meet 1 or more of the benchmarks established pursuant to paragraph (1) after executing such plan, the Secretary may reduce a grant under this section to such State educational agency in whole or in part, with written justification provided to the State educational agency.
Restoration— In the case that a State educational agency has a grant reduced pursuant to subparagraph (A), a State educational agency may request that the Secretary restores the grant to the original amount by submitting an application to the Secretary containing such information as the Secretary may reasonably require, including documentation demonstrating sustained improvement toward meeting the benchmarks established pursuant to paragraph (1).
Workforce needs assessment— Not later than 1 year after receiving a grant under this section, and every 3 years thereafter, each State educational agency that receives a grant under this section shall conduct a workforce needs assessment, submit such assessment to the Secretary, and publish such assessment on a publicly accessible website of the State educational agency. A workforce needs assessment shall include the following information:
The labor market needs of the State such State educational agency serves, including high-demand job sectors, occupations with workforce shortages, and gaps in required credentials or skills as identified by a workforce development board or similar State authority.
An analysis of whether the CTE programs of the State align with the labor market needs of the State.
Stakeholder input on the CTE programs of the State from relevant employers, workforce boards (or similar State authorities), educators, and students.
An analysis of whether the CTE programs of the State provide equitable access to students.
An analysis of geographic variation in the labor market needs of the State.
Recommendations for adjusting the CTE programs of the State.
Sec. 4 CTE Pell Grants
In general— Not later than 1 year after the date of enactment of this Act, the Secretary of Education shall award grants (to be known as “CTE Pell Grants”) to public secondary school students for assistance with tuition or other costs of attendance related to enrollment in—
a CTE program;
a credentialing program;
an apprenticeship or pre-apprenticeship program;
a dual-enrollment program with a junior or community college that includes instruction in technical coursework;
an occupation training program that is included on a list of training programs maintained by a State that identifies programs aligned with in-demand industries or occupations in the State;
a program consisting of multi-craft construction instruction; or
any other educational program as determined appropriate by the Secretary.
Application—
Required materials— To be eligible to receive a grant under this section, a public secondary school student shall submit an application to the Secretary (or to a participating State educational agency or local educational agency in accordance with paragraph (2)) at such time, in such manner, and containing such information as the Secretary may reasonably require, including documentation verifying that the student—
is enrolled in a public secondary school;
plans to enroll or is enrolled in a program described in subsection (a); and
has a financial need for assistance with tuition or other costs of attendance related to enrollment in a program described in subsection (a).
Collection assistance— Not later than 1 year after the date of enactment of this Act, the Secretary shall issue regulations establishing a process by which State educational agencies and local educational agencies may elect to collect applications submitted by public secondary school students that are served by such State educational agency or local educational agency for a grant under this section and submit such applications to the Secretary.
Disbursement of funds— A student that receives a CTE Pell Grant may elect to have CTE Pell Grant funds disbursed directly to a program described in subsection (a) or to the student.
Regulations—
In general— Subject to the limitation under paragraph (2), the Secretary may issue regulations as necessary to carry out this section.
Terms and conditions— In issuing regulations to establish any terms and conditions (including eligibility requirements and award amounts) of a CTE Pell Grant under paragraph (1), the Secretary shall, to the extent practicable, model such regulations on the terms and conditions of a Federal Pell Grant under section 401 of the Higher Education Act of 1965 (20 U.S.C. 1070a).
Sec. 5 Definitions
In this Act:
Career-aligned coursework— The term career-aligned coursework means academic and technical content designed for students that—
aligns with State academic standards;
includes instruction on academic and technical knowledge and skills related to career readiness, including instruction aligned to high-skill, high-wage, or in-demand occupations;
aligns with the needs of industries in the economy of the State, region, or local community of the student;
is designed to progress from content that covers industries and careers broadly to content that covers specific elements of an industry or career;
provides multiple entry and exit points that allow students to begin, pause, or resume participation as needed, including mid-program or at transitional points between education and employment; and
culminates in the attainment of a recognized postsecondary credential.
Career and technical education— The term career and technical education or CTE has the meaning given the term career and technical education in section 3 of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2302).
CTE high school— The term CTE high school means a public secondary school that provides academic instruction and career and technical education programs, resulting in a regular high school diploma and, where applicable, recognized postsecondary credentials or industry certifications.
ESEA Terms— The terms local educational agency, secondary school, and State educational agency have the meaning given the terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
Institution of higher education— The term institution of higher education has the meaning given the term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001).
Junior or community college— The term junior or community college has the meaning given the term in section 312(f) of the Higher Education Act of 1965 (20 U.S.C. 1058(f)).
Multi-craft construction instruction— The term “multi-craft construction instruction” means training programs that expose students to multiple construction-related trades and crafts (such as concrete and masonry, ventilation and air conditioning, carpentry, or other such combinations of construction trades and crafts) within a single instructional framework, often with pathways into registered apprenticeships.
Opportunity youth— The term “opportunity youth” means people between the ages of 16 and 24 who are neither enrolled in school nor participating in the labor market.
Regional career center— The term regional career center means a centralized educational facility—
that provides career and technical education programs to students enrolled in a secondary school;
is operated by a local educational agency, a consortium of local educational agencies, or a State educational agency; and
offers academic instruction aligned to high-skill, high-wage, or in-demand occupations.