H. R. 2353 
One Hundred Fifteenth Congress 
of the 
United States of America 
AT THE SECOND SESSION 
Begun and held at the City of Washington on Wednesday, 
the third day of January, two thousand and eighteen 
An Act 
To reauthorize the Carl D. Perkins Career and Technical Education Act of 2006. 
Be it enacted by the Senate and House of Representatives of 
the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Strengthening Career and Tech-
nical Education for the 21st Century Act’’. 
SEC. 2. TABLE OF CONTENTS. 
The table of contents for this Act is as follows: 
Sec. 1. Short title. 
Sec. 2. Table of contents. 
Sec. 3. References. 
Sec. 4. Effective date. 
Sec. 5. Table of contents of the Carl D. Perkins Career and Technical Education Act 
of 2006. 
Sec. 6. Purpose. 
Sec. 7. Definitions. 
Sec. 8. Transition provisions. 
Sec. 9. Prohibitions. 
Sec. 10. Authorization of appropriations. 
TITLE I—CAREER AND TECHNICAL EDUCATION ASSISTANCE TO THE 
STATES 
PART A—ALLOTMENT AND ALLOCATION 
Sec. 110. Reservations and State allotment. 
Sec. 111. Within State allocation. 
Sec. 112. Accountability. 
Sec. 113. National activities. 
Sec. 114. Assistance for the outlying areas. 
Sec. 115. Native American Programs. 
Sec. 116. Tribally controlled postsecondary career and technical institutions. 
Sec. 117. Occupational and employment information. 
PART B—STATE PROVISIONS 
Sec. 121. State administration. 
Sec. 122. State plan. 
Sec. 123. Improvement plans. 
Sec. 124. State leadership activities. 
PART C—LOCAL PROVISIONS 
Sec. 131. Distribution of funds to secondary education programs. 
Sec. 132. Special rules for career and technical education. 
Sec. 133. Local application for career and technical education programs. 
Sec. 134. Local uses of funds. 
TITLE II—GENERAL PROVISIONS 
Sec. 201. Federal and State administrative provisions. 
TITLE III—AMENDMENTS TO OTHER LAWS 
Sec. 301. Amendments to the Wagner-Peyser Act.
H. R. 2353—2 
Sec. 302. Amendments to the Elementary and Secondary Education Act of 1965. 
Sec. 303. Amendment to the Workforce Innovation and Opportunity Act. 
SEC. 3. REFERENCES. 
Except as otherwise expressly provided, whenever in this Act 
an amendment or repeal is expressed in terms of an amendment 
to, or repeal of, a section or other provision, the reference shall 
be considered to be made to a section or other provision of the 
Carl D. Perkins Career and Technical Education Act of 2006 (20 
U.S.C. 2301 et seq.). 
SEC. 4. EFFECTIVE DATE. 
This Act, and the amendments made by this Act, shall take 
effect beginning on July 1, 2019. 
SEC. 5. TABLE OF CONTENTS OF THE CARL D. PERKINS CAREER AND 
TECHNICAL EDUCATION ACT OF 2006. 
Section 1(b) is amended to read as follows: 
‘‘(b) TABLE OF CONTENTS.—The table of contents for this Act 
is as follows: 
‘‘Sec. 1. Short title; table of contents. 
‘‘Sec. 2. Purpose. 
‘‘Sec. 3. Definitions. 
‘‘Sec. 4. Transition provisions. 
‘‘Sec. 5. Privacy. 
‘‘Sec. 6. Limitation. 
‘‘Sec. 7. Special rule. 
‘‘Sec. 8. Prohibitions. 
‘‘Sec. 9. Authorization of appropriations. 
‘‘TITLE I—CAREER AND TECHNICAL EDUCATION ASSISTANCE TO THE 
STATES 
‘‘PART A—ALLOTMENT AND ALLOCATION 
‘‘Sec. 111. Reservations and State allotment. 
‘‘Sec. 112. Within State allocation. 
‘‘Sec. 113. Accountability. 
‘‘Sec. 114. National activities. 
‘‘Sec. 115. Assistance for the outlying areas. 
‘‘Sec. 116. Native American programs. 
‘‘Sec. 117. Tribally controlled postsecondary career and technical institutions. 
‘‘PART B—STATE PROVISIONS 
‘‘Sec. 121. State administration. 
‘‘Sec. 122. State plan. 
‘‘Sec. 123. Improvement plans. 
‘‘Sec. 124. State leadership activities. 
‘‘PART C—LOCAL PROVISIONS 
‘‘Sec. 131. Distribution of funds to secondary education programs. 
‘‘Sec. 132. Distribution of funds for postsecondary education programs. 
‘‘Sec. 133. Special rules for career and technical education. 
‘‘Sec. 134. Local application for career and technical education programs. 
‘‘Sec. 135. Local uses of funds. 
‘‘TITLE II—GENERAL PROVISIONS 
‘‘PART A—FEDERAL ADMINISTRATIVE PROVISIONS 
‘‘Sec. 211. Fiscal requirements. 
‘‘Sec. 212. Authority to make payments. 
‘‘Sec. 213. Construction. 
‘‘Sec. 214. Voluntary selection and participation. 
‘‘Sec. 215. Limitation for certain students. 
‘‘Sec. 216. Federal laws guaranteeing civil rights. 
‘‘Sec. 217. Participation of private school personnel and children. 
‘‘Sec. 218. Limitation on Federal regulations.
H. R. 2353—3 
‘‘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 busi-
nesses. 
‘‘Sec. 223. State administrative costs. 
‘‘Sec. 224. Student assistance and other Federal programs.’’. 
SEC. 6. PURPOSE. 
Section 2 (20 U.S.C. 2301) is amended— 
(1) in the matter preceding paragraph (1)— 
(A) by striking ‘‘academic and career and technical 
skills’’ and inserting ‘‘academic knowledge and technical 
and employability skills’’; and 
(B) by inserting ‘‘and programs of study’’ after ‘‘tech-
nical education programs’’; 
(2) in paragraph (1), by striking ‘‘high demand occupations’’ 
and inserting ‘‘in-demand occupations’’; 
(3) in paragraph (3), by striking ‘‘, including tech prep 
education’’; 
(4) in paragraph (4), by inserting ‘‘and programs of study’’ 
after ‘‘technical education programs’’; 
(5) in paragraph (6), by striking ‘‘and’’ after the semicolon; 
(6) in paragraph (7), by striking the period at the end 
and inserting ‘‘; and’’; and 
(7) by adding at the end the following: 
‘‘(8) increasing the employment opportunities for popu-
lations who are chronically unemployed or underemployed, 
including 
individuals 
with 
disabilities, 
individuals 
from 
economically disadvantaged families, out-of-workforce individ-
uals, youth who are in, or have aged out of, the foster care 
system, and homeless individuals.’’. 
SEC. 7. DEFINITIONS. 
Section 3 (20 U.S.C. 2302) is amended— 
(1) by striking paragraphs (10), (16), (23), (24), (25), (26), 
and (32); 
(2) by redesignating paragraphs (8), (9), (11), (12), (13), 
(14), (15), (17), (18), (19), (20), (21), (22), (27), (28), (29), (30), 
(31), (33), and (34) as paragraphs (9), (10), (17), (18), (20), 
(21), (24), (28), (30), (31), (33), (34), (39), (44), (45), (48), (49), 
(50), (51), and (52), respectively; 
(3) in paragraph (2), by striking ‘‘, including information 
as described in section 118’’. 
(4) in paragraph (3)— 
(A) in subparagraph (B), by striking ‘‘5 different 
occupational fields to individuals who are available for 
study in preparation for entering the labor market’’ and 
inserting ‘‘3 different fields that are available to all stu-
dents, especially in high-skill, high-wage, or in-demand 
industry sectors or occupations’’; and 
(B) in subparagraph (D), by striking ‘‘not fewer than 
5 different occupational fields’’ and inserting ‘‘not fewer 
than 3 different occupational fields’’; 
(5) in paragraph (5)— 
(A) in subparagraph (A)— 
(i) by amending clause (i) to read as follows:
H. R. 2353—4 
‘‘(i) provides individuals with rigorous academic 
content and relevant technical knowledge and skills 
needed to prepare for further education and careers 
in current or emerging professions, which may include 
high-skill, high-wage, or in-demand industry sectors 
or occupations, which shall be, at the secondary level, 
aligned with the challenging State academic standards 
adopted by a State under section 1111(b)(1) of the 
Elementary and Secondary Education Act of 1965;’’; 
(ii) in clause (ii), by striking ‘‘, an industry-recog-
nized credential, a certificate, or an associate degree’’ 
and inserting ‘‘or a recognized postsecondary creden-
tial, which may include an industry-recognized creden-
tial, a certificate, or an associate degree’’; and 
(iii) in clause (iii), by striking ‘‘and’’ at the end; 
(B) in subparagraph (B)— 
(i) by inserting ‘‘, work-based, or other’’ after ‘‘com-
petency-based’’; 
(ii) by striking ‘‘contributes to the’’ and inserting 
‘‘supports the development of’’; 
(iii) by striking ‘‘general’’; and 
(iv) by striking the period at the end and inserting 
a semicolon; and 
(C) by adding at the end the following: 
‘‘(C) to the extent practicable, coordinate between sec-
ondary and postsecondary education programs through pro-
grams of study, which may include coordination through 
articulation agreements, early college high school pro-
grams, dual or concurrent enrollment program opportuni-
ties, or other credit transfer agreements that provide post-
secondary credit or advanced standing; and 
‘‘(D) may include career exploration at the high school 
level or as early as the middle grades (as such term is 
defined in section 8101 of the Elementary and Secondary 
Education Act of 1965).’’; 
(6) in paragraph (7)— 
(A) in subparagraph (A)— 
(i) by striking ‘‘(and parents, as appropriate)’’ and 
inserting ‘‘(and, as appropriate, parents and out-of- 
school youth)’’; 
(ii) by inserting ‘‘exploration opportunities’’ after 
‘‘regarding career awareness’’; and 
(iii) by striking ‘‘and’’ after the semicolon; 
(B) in subparagraph (B)— 
(i) by inserting ‘‘to students (and, as appropriate, 
parents and out-of-school youth)’’ after ‘‘provides 
information’’; and 
(ii) by striking ‘‘financial aid,’’ and all that follows 
through the end of the subparagraph and inserting 
‘‘financial aid, job training, secondary and postsec-
ondary options (including associate and baccalaureate 
degree programs), dual or concurrent enrollment pro-
grams, work-based learning opportunities, early college 
high schools, financial literacy, and support services, 
as appropriate; and’’; and 
(C) by adding at the end the following:
H. R. 2353—5 
‘‘(C) may provide assistance for special populations 
with respect to direct support services that enable students 
to persist in and complete career and technical education, 
programs of study, or career pathways.’’; 
(7) by inserting after paragraph (7) the following: 
‘‘(8) CAREER PATHWAYS.—The term ‘career pathways’ has 
the meaning given the term in section 3 of the Workforce 
Innovation and Opportunity Act (29 U.S.C. 3102).’’; 
(8) by inserting after paragraph (10) (as redesignated by 
paragraph (2)) the following: 
‘‘(11) CREDIT
TRANSFER
AGREEMENT.—The term ‘credit 
transfer agreement’ means a formal agreement, such as an 
articulation agreement, among and between secondary and 
postsecondary education institutions or systems that grant stu-
dents 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 tech-
nical 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 pro-
gram of study; and 
‘‘(B) at the postsecondary level, a student enrolled in 
an eligible recipient who has— 
‘‘(i) earned at least 12 credits within a career and 
technical education program or program of study; or 
‘‘(ii) completed such a program if the program 
encompasses fewer than 12 credits or the equivalent 
in total. 
‘‘(13) CTE PARTICIPANT.—The term ‘CTE participant’ means 
an individual who completes not less than one course in a 
career and technical education program or program of study 
of an eligible recipient. 
‘‘(14) DIRECTOR.—The term ‘Director’ means the Director 
of the Institute of Education Sciences. 
‘‘(15) DUAL OR CONCURRENT ENROLLMENT PROGRAM.—The 
term ‘dual or concurrent enrollment program’ has the meaning 
given the term in section 8101 of the Elementary and Secondary 
Education Act of 1965. 
‘‘(16) EARLY COLLEGE HIGH SCHOOL.—The term ‘early col-
lege high school’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education Act of 1965.’’; 
(9) by inserting after paragraph (18) (as redesignated by 
paragraph (2)) the following: 
‘‘(19) ELIGIBLE ENTITY.—The term ‘eligible entity’ means 
a consortium that includes the following: 
‘‘(A) Representatives of not less than 2 of the following 
categories of entities, 1 of which shall serve as the fiscal 
agent for the consortium: 
‘‘(i) A local educational agency or a consortium 
of such agencies. 
‘‘(ii) An educational service agency serving sec-
ondary school students.
H. R. 2353—6 
‘‘(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 institu-
tions (as described in paragraphs (1) through (7) of 
section 371(a) of the Higher Education Act of 1965 
(20 U.S.C. 1067q(a)), where applicable; 
‘‘(v) representatives of special populations; 
‘‘(vi) representatives of adult career and technical 
education providers; or 
‘‘(vii) other relevant community stakeholders.’’; 
(10) by amending paragraph (20) (as redesignated by para-
graph (2)) to read as follows: 
‘‘(20) ELIGIBLE INSTITUTION.—The term ‘eligible institution’ 
means— 
‘‘(A) a consortium of 2 or more of the entities described 
in subparagraphs (B) through (F); 
‘‘(B) a public or nonprofit private institution of higher 
education that offers and will use funds provided under 
this title in support of career and technical education 
courses that lead to technical skill proficiency or a recog-
nized postsecondary credential, including an industry-rec-
ognized 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 pro-
grams under the Indian Self-Determination and Education
H. R. 2353—7 
Assistance Act (25 U.S.C. 5301 et seq.) or the Act of April 
16, 1934 (25 U.S.C. 5342 et seq.); 
‘‘(G) a tribally controlled college or university; or 
‘‘(H) an educational service agency.’’; 
(11) in paragraph (21) (as redesignated by paragraph (2)), 
by inserting ‘‘an Indian Tribe, Tribal organization, or Tribal 
educational agency’’ after ‘‘service agency,’’; 
(12) by inserting after paragraph (21) (as redesignated 
by paragraph (2)) the following: 
‘‘(22) ENGLISH
LEARNER.—The term ‘English learner’ 
means— 
‘‘(A) a secondary school student who is an English 
learner, as defined in section 8101 of the Elementary and 
Secondary Education Act of 1965; or 
‘‘(B) an adult or an out-of-school youth who has limited 
ability in speaking, reading, writing, or understanding the 
English language and— 
‘‘(i) whose native language is a language other 
than English; or 
‘‘(ii) who lives in a family environment or commu-
nity in which a language other than English is the 
dominant language. 
‘‘(23) EVIDENCE-BASED.—The term ‘evidence-based’ has the 
meaning given the term in section 8101(21)(A) of the 
Elementary and Secondary Education Act of 1965.’’; 
(13) by inserting after paragraph (24) (as redesignated 
by paragraph (2)) the following: 
‘‘(25) HIGH
SCHOOL.—The term ‘high school’ has the 
meaning given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(26) IN-DEMAND INDUSTRY SECTOR OR OCCUPATION.—The 
term ‘in-demand industry sector or occupation’ has the meaning 
given the term in section 3 of the Workforce Innovation and 
Opportunity Act (29 U.S.C. 3102). 
‘‘(27) INDIAN; INDIAN TRIBE.—The terms ‘Indian’ and ‘Indian 
Tribe’ have the meanings given the terms ‘Indian’ and ‘Indian 
tribe’, respectively, in section 4 of the Indian Self-Determination 
and Education Assistance Act (25 U.S.C. 5304).’’; 
(14) by inserting after paragraph (28) (as redesignated 
by paragraph (2)) the following: 
‘‘(29) INDUSTRY
OR
SECTOR
PARTNERSHIP.—The term 
‘industry or sector partnership’ has the meaning given the 
term in section 3 of the Workforce Innovation and Opportunity 
Act (29 U.S.C. 3102).’’; 
(15) by inserting after paragraph (31) (as redesignated 
by paragraph (2)) the following: 
‘‘(32) LOCAL WORKFORCE DEVELOPMENT BOARD.—The term 
‘local workforce development board’ means a local workforce 
development board established under section 107 of the 
Workforce Innovation and Opportunity Act (29 U.S.C. 3122).’’; 
(16) in paragraph (33) (as redesignated by paragraph (2)), 
by striking ‘‘including’’ and inserting ‘‘such as’’; 
(17) by inserting after paragraph (34) (as redesignated 
by paragraph (2)) the following: 
‘‘(35) OUT-OF-SCHOOL
YOUTH.—The term ‘out-of-school 
youth’ has the meaning given the term in section 3 of the 
Workforce Innovation and Opportunity Act (29 U.S.C. 3102).
H. R. 2353—8 
‘‘(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 Oppor-
tunity 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 evi-
denced by the indicators of performance described in 
section 113(b)(2) and direct cost savings or cost avoid-
ance 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 out-
comes; 
‘‘(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 pay-
ments 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 serv-
ices that a student would otherwise receive under the 
Individuals with Disabilities Education Act; or
H. R. 2353—9 
‘‘(ii) otherwise reduces the rights of a student or 
the obligations of an entity under the Individuals with 
Disabilities Education Act, the Rehabilitation Act of 
1973 (29 U.S.C. 701 et seq.), the Americans with 
Disabilities Act of 1990 (42 U.S.C. 12101 et seq.), or 
any other law.’’. 
(18) in paragraph (39)(C) (as redesignated by paragraph 
(2)), by striking ‘‘apprenticeship’’ and inserting ‘‘other skilled 
training’’; 
(19) by inserting after paragraph (39) (as redesignated 
by paragraph (2)) the following: 
‘‘(40) PROFESSIONAL DEVELOPMENT.—The term ‘professional 
development’ means activities that— 
‘‘(A) are an integral part of eligible agency, eligible 
recipient, institution, or school strategies for providing edu-
cators (including teachers, principals, other school leaders, 
administrators, specialized instructional support personnel, 
career guidance and academic counselors, and paraprofes-
sionals) with the knowledge and skills necessary to enable 
students to succeed in career and technical education, to 
meet challenging State academic standards under section 
1111(b)(1) of the Elementary and Secondary Education Act, 
or to achieve academic skills at the postsecondary level; 
and 
‘‘(B) are sustained (not stand-alone, 1-day, or short- 
term workshops), intensive, collaborative, job-embedded, 
data-driven, and classroom-focused, to the extent prac-
ticable evidence-based, and may include activities that— 
‘‘(i) improve and increase educators’— 
‘‘(I) knowledge of the academic and technical 
subjects; 
‘‘(II) understanding of how students learn; and 
‘‘(III) ability to analyze student work and 
achievement from multiple sources, including how 
to adjust instructional strategies, assessments, and 
materials based on such analysis; 
‘‘(ii) are an integral part of eligible recipients’ 
improvement plans; 
‘‘(iii) allow personalized plans for each educator 
to address the educator’s specific needs identified in 
observation or other feedback; 
‘‘(iv) support the recruitment, hiring, and training 
of effective educators, including educators who became 
certified through State and local alternative routes 
to certification; 
‘‘(v) advance educator understanding of— 
‘‘(I) effective instructional strategies that are 
evidence-based; and 
‘‘(II) strategies for improving student academic 
and 
technical 
achievement 
or 
substantially 
increasing the knowledge and teaching skills of 
educators; 
‘‘(vi) are developed with extensive participation of 
educators, parents, students, and representatives of 
Indian Tribes (as applicable), of schools and institu-
tions served under this Act;
H. R. 2353—10 
‘‘(vii) are designed to give educators of students 
who are English learners in career and technical edu-
cation programs or programs of study the knowledge 
and skills to provide instruction and appropriate lan-
guage and academic support services to those students, 
including the appropriate use of curricula and assess-
ments; 
‘‘(viii) as a whole, are regularly evaluated for their 
impact 
on 
increased 
educator 
effectiveness 
and 
improved student academic and technical achievement, 
with the findings of the evaluations used to improve 
the quality of professional development; 
‘‘(ix) are designed to give educators of individuals 
with disabilities in career and technical education pro-
grams or programs of study the knowledge and skills 
to provide instruction and academic support services 
to those individuals, including positive behavioral 
interventions and supports, multi-tier system of sup-
ports, and use of accommodations; 
‘‘(x) include instruction in the use of data and 
assessments to inform and instruct classroom practice; 
‘‘(xi) include instruction in ways that educators 
may work more effectively with parents and families; 
‘‘(xii) provide follow-up training to educators who 
have participated in activities described in this para-
graph that are designed to ensure that the knowledge 
and skills learned by the educators are implemented 
in the classroom; 
‘‘(xiii) promote the integration of academic knowl-
edge and skills and relevant technical knowledge and 
skills, including programming jointly delivered to aca-
demic and career and technical education teachers; 
or 
‘‘(xiv) increase the ability of educators providing 
career and technical education instruction to stay cur-
rent with industry standards. 
‘‘(41) PROGRAM OF STUDY.—The term ‘program of study’ 
means a coordinated, nonduplicative sequence of academic and 
technical content at the secondary and postsecondary level 
that— 
‘‘(A) incorporates challenging State academic stand-
ards, 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 post-
secondary credential.
H. R. 2353—11 
‘‘(42) QUALIFIED INTERMEDIARY.—The term ‘qualified inter-
mediary’ 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 Oppor-
tunity Act (29 U.S.C. 3102).’’; 
(20) by inserting after paragraph (45) (as redesignated 
by paragraph (2)) the following: 
‘‘(46) SPECIALIZED INSTRUCTIONAL SUPPORT PERSONNEL.— 
The term ‘specialized instructional support personnel’ has the 
meaning given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(47) SPECIALIZED INSTRUCTIONAL SUPPORT SERVICES.—The 
term ‘specialized instructional support services’ has the 
meaning given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965.’’; 
(21) in paragraph (48) (as redesignated by paragraph (2))— 
(A) in subparagraph (B), by striking ‘‘foster children’’ 
and inserting ‘‘low-income youth and adults’’; 
(B) by striking subparagraph (E) and inserting the 
following: 
‘‘(E) out-of-workforce individuals;’’; 
(C) in subparagraph (F), by striking ‘‘individuals with 
limited English proficiency.’’ and inserting ‘‘English 
learners;’’; and 
(D) by adding at the end the following: 
‘‘(G) homeless individuals described in section 725 of 
the McKinney-Vento Homeless Assistance Act (42 U.S.C. 
11434a); 
‘‘(H) youth who are in, or have aged out of, the foster 
care system; and 
‘‘(I) youth with a parent who— 
‘‘(i) is a member of the armed forces (as such 
term is defined in section 101(a)(4) of title 10, United 
States Code); and 
‘‘(ii) is on active duty (as such term is defined 
in section 101(d)(1) of such title).’’; 
(22) in paragraph (50) (as redesignated by paragraph (2)), 
by inserting ‘‘(including paraprofessionals and specialized 
instructional support personnel)’’ after ‘‘supportive personnel’’; 
(23) in paragraph (52) (as redesignated by paragraph (2))—
H. R. 2353—12 
(A) in subparagraph (A), by striking ‘‘Indian tribe or 
Indian tribes’’ and inserting ‘‘Indian Tribe or Indian 
Tribes’’; and 
(B) in subparagraph (D)— 
(i) by striking ‘‘tribal’’ and inserting ‘‘Tribal’’; and 
(ii) by inserting ‘‘or tribal lands’’ after ‘‘reserva-
tions’’; and 
(24) by adding at the end the following: 
‘‘(53) TRIBAL ORGANIZATION.—The term ‘Tribal organization’ 
has the meaning given the term ‘tribal organization’ in section 
4 of the Indian Self-Determination and Education Assistance 
Act (25 U.S.C. 5304). 
‘‘(54) UNIVERSAL DESIGN FOR LEARNING.—The term ‘uni-
versal 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 commu-
nity 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. 8. TRANSITION PROVISIONS. 
Section 4 (20 U.S.C. 2303) is amended— 
(1) by striking ‘‘the Secretary determines to be appropriate’’ 
and inserting ‘‘are necessary’’; 
(2) by striking ‘‘Carl D. Perkins Career and Technical Edu-
cation Improvement Act of 2006’’ each place it appears and 
inserting ‘‘Strengthening Career and Technical Education for 
the 21st Century Act’’; and 
(3) by striking ‘‘1998’’ and inserting ‘‘2006’’. 
SEC. 9. PROHIBITIONS. 
Section 8 (20 U.S.C. 2306a) is amended— 
(1) in subsection (a), by striking ‘‘Federal Government to 
mandate,’’ and all that follows through the period at the end 
and inserting ‘‘Federal Government— 
‘‘(1) to condition or incentivize the receipt of any grant, 
contract, or cooperative agreement, or the receipt of any priority 
or preference under such grant, contract, or cooperative agree-
ment, 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 agree-
ments, 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
H. R. 2353—13 
Standards Initiative, any other academic standards common 
to a significant number of States, or any assessment, instruc-
tional content, or curriculum aligned to such standards); or 
‘‘(3) except as required under sections 112(b), 211(b), and 
223— 
‘‘(A) to mandate, direct, or control the allocation of 
State or local resources; or 
‘‘(B) to mandate that a State or a political subdivision 
of a State spend any funds or incur any costs not paid 
for under this Act.’’; 
(2) by amending subsection (d) to read as follows: 
‘‘(d) RULE OF CONSTRUCTION.—Nothing in this section affects 
the applicability of subchapter II of chapter 5, and chapter 7, 
of title 5, United States Code, (commonly known as the ‘‘Administra-
tive Procedure Act’’) or chapter 8 of title 5, United States Code, 
commonly known as the ‘‘Congressional Review Act’’).’’; and 
(3) by adding at the end the following: 
‘‘(f) CONGRESSIONAL NOTICE AND COMMENT.— 
‘‘(1) NOTICE TO CONGRESS.—Not less than 15 business days 
prior to issuing a notice of proposed rulemaking related to 
this Act in the Federal Register, the Secretary shall provide 
to the Committee on Health, Education, Labor, and Pensions 
of the Senate, the Committee on Education and the Workforce 
of the House of Representatives, and other relevant congres-
sional 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 regula-
tion, 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 pro-
posed 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 sub-
mitted by members of Congress in the public rulemaking 
record for the regulation published in the Federal Register. 
‘‘(3) COMMENT
AND
REVIEW
PERIOD; EMERGENCY
SITUA-
TIONS.—The comment and review period for any proposed regu-
lation shall be not less than 60 days unless an emergency 
requires a shorter period, in which case the Secretary shall—
H. R. 2353—14 
‘‘(A) designate the proposed regulation as an emergency 
with an explanation of the emergency in the notice to 
Congress under paragraph (1); 
‘‘(B) publish the length of the comment and review 
period in such notice and in the Federal Register; and 
‘‘(C) conduct immediately thereafter regional meetings 
to review such proposed regulation before issuing any final 
regulation.’’. 
SEC. 10. AUTHORIZATION OF APPROPRIATIONS. 
Section 9 (20 U.S.C. 2307) is amended to read as follows: 
‘‘SEC. 9. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out this 
Act (other than sections 114 and 117)— 
‘‘(1) $1,229,568,538 for fiscal year 2019; 
‘‘(2) $1,246,782,498 for fiscal year 2020; 
‘‘(3) $1,264,237,452 for fiscal year 2021; 
‘‘(4) $1,281,936,777 for fiscal year 2022; 
‘‘(5) $1,299,883,892 for fiscal year 2023; and 
‘‘(6) $1,318,082,266 for fiscal year 2024.’’. 
TITLE I—CAREER AND TECHNICAL EDU-
CATION ASSISTANCE TO THE STATES 
PART A—ALLOTMENT AND ALLOCATION 
SEC. 110. RESERVATIONS AND STATE ALLOTMENT. 
Section 111 (20 U.S.C. 2321) is amended to read as follows: 
‘‘SEC. 111. RESERVATIONS AND STATE ALLOTMENT. 
‘‘(a) RESERVATIONS AND STATE ALLOTMENT.— 
‘‘(1) RESERVATIONS.—From the amount appropriated under 
section 9 for each fiscal year, the Secretary shall reserve— 
‘‘(A) 0.13 percent to carry out section 115; and 
‘‘(B) 1.50 percent to carry out section 116, of which— 
‘‘(i) 1.25 percent of the sum shall be available 
to carry out section 116(b); and 
‘‘(ii) 0.25 percent of the sum shall be available 
to carry out section 116(h). 
‘‘(2) FOUNDATIONAL GRANT.— 
‘‘(A) IN GENERAL.—From the remainder of the amount 
appropriated under section 9 and not reserved under para-
graph (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—
H. R. 2353—15 
‘‘(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 avail-
able 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 ‘quali-
fying State’ means a State (except the United States Virgin
H. R. 2353—16 
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 reallot-
ment 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 obli-
gated. 
‘‘(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 promul-
gated by the Secretary for each fiscal year between October 
1 and December 31 of the fiscal year preceding the fiscal 
year for which the determination is made. Allotment ratios 
shall be computed on the basis of the average of the appropriate 
per capita incomes for the 3 most recent consecutive fiscal 
years for which satisfactory data are available. 
‘‘(3) DEFINITION OF PER CAPITA INCOME.—For the purpose 
of this section, the term ‘per capita income’ means, with respect 
to a fiscal year, the total personal income in the calendar 
year ending in such year, divided by the population of the 
area concerned in such year. 
‘‘(4) POPULATION DETERMINATION.—For the purposes of this 
section, population shall be determined by the Secretary on 
the basis of the latest estimates available to the Department 
of Education. 
‘‘(d) DEFINITION OF STATE.—For the purpose of this section, 
the term ‘State’ means each of the several States of the United 
States, the District of Columbia, the Commonwealth of Puerto Rico, 
and the United States Virgin Islands.’’. 
SEC. 111. WITHIN STATE ALLOCATION. 
Section 112 (20 U.S.C. 2322) is amended— 
(1) in subsection (a)—
H. R. 2353—17 
(A) in paragraph (1), by striking ‘‘10 percent’’ and 
inserting ‘‘15 percent’’; 
(B) in paragraph (2)— 
(i) in subparagraph (A)— 
(I) by striking ‘‘1 percent’’ and inserting ‘‘2 
percent’’; 
(II) by striking ‘‘State correctional institutions 
and institutions’’ and inserting ‘‘State correctional 
institutions, juvenile justice facilities, and edu-
cational institutions’’; and 
(III) by striking ‘‘and’’ after the semicolon; and 
(ii) by inserting after subparagraph (B) the fol-
lowing: 
‘‘(C) an amount shall be made available for the recruit-
ment of special populations to enroll in career and technical 
education programs, which shall be not less than the lesser 
of— 
‘‘(i) an amount equal to 0.1 percent; or 
‘‘(ii) $50,000; and’’; 
(C) in paragraph (3)(B), by striking ‘‘a local plan;’’ 
and inserting ‘‘local applications;’’; and 
(2) in subsection (c), by striking ‘‘section 135’’ and all that 
follows through the end and inserting ‘‘section 135— 
‘‘(1) in— 
‘‘(A) rural areas; 
‘‘(B) areas with high percentages of CTE concentrators 
or CTE participants; 
‘‘(C) areas with high numbers of CTE concentrators 
or CTE participants; and 
‘‘(D) areas with disparities or gaps in performance as 
described in section 113(b)(3)(C)(ii)(II); and 
‘‘(2) in order to— 
‘‘(A) foster innovation through the identification and 
promotion of promising and proven career and technical 
education programs, practices, and strategies, which may 
include programs, practices, and strategies that prepare 
individuals for nontraditional fields; or 
‘‘(B) promote the development, implementation, and 
adoption of programs of study or career pathways aligned 
with State-identified high-skill, high-wage, or in-demand 
occupations or industries.’’. 
SEC. 112. ACCOUNTABILITY. 
Section 113 (20 U.S.C. 2323) is amended— 
(1) in subsection (b)— 
(A) in the subsection heading, by inserting ‘‘DETER-
MINED’’ after ‘‘STATE’’; 
(B) in paragraph (1)— 
(i) in the matter preceding subparagraph (A), by 
inserting ‘‘State determined’’ before ‘‘performance’’; 
(ii) by striking subparagraph (B) and redesignating 
subparagraph (C) as subparagraph (B); 
(iii) in subparagraph (A), by inserting ‘‘and’’ after 
the semicolon; and 
(iv) in subparagraph (B), as so redesignated—
H. R. 2353—18 
(I) by striking ‘‘a State adjusted level of 
performance’’ and inserting ‘‘a State determined 
level of performance’’; and 
(II) by striking ‘‘, and State levels of perform-
ance described in paragraph (3)(B) for each addi-
tional indicator of performance’’; and 
(C) by striking paragraph (2) and inserting the fol-
lowing: 
‘‘(2) INDICATORS OF PERFORMANCE.— 
‘‘(A) CORE INDICATORS OF PERFORMANCE FOR CTE CON-
CENTRATORS
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 grad-
uate 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 chal-
lenging State academic standards adopted by the State 
under section 1111(b)(1) of the Elementary and Sec-
ondary Education Act of 1965, as measured by the 
academic assessments described in section 1111(b)(2) 
of such Act. 
‘‘(iii) The percentage of CTE concentrators who, 
in the second quarter after exiting from secondary 
education, are in postsecondary education or advanced 
training, military service or a service program that 
receives assistance under title I of the National and 
Community Service Act of 1990 (42 U.S.C. 12511 et 
seq.), are volunteers as described in section 5(a) of 
the Peace Corps Act (22 U.S.C. 2504(a)), or are 
employed. 
‘‘(iv) Indicators of career and technical education 
program quality as follows: 
‘‘(I) That shall include at least 1 of the fol-
lowing: 
‘‘(aa) The percentage of CTE concentrators 
graduating from high school having attained 
a recognized postsecondary credential. 
‘‘(bb) The percentage of CTE concentrators 
graduating from high school having attained 
postsecondary credits in the relevant career 
and technical education program or program 
of study earned through a dual or concurrent 
enrollment program or another credit transfer 
agreement. 
‘‘(cc) The percentage of CTE concentrators 
graduating from high school having partici-
pated in work-based learning. 
‘‘(II) That may include any other measure of 
student success in career and technical education
H. R. 2353—19 
that is statewide, valid, and reliable, and com-
parable across the State. 
‘‘(v) The percentage of CTE concentrators in career 
and technical education programs and programs of 
study that lead to non-traditional fields. 
‘‘(B) CORE INDICATORS OF PERFORMANCE FOR CTE CON-
CENTRATORS AT THE POSTSECONDARY LEVEL.—Each eligible 
agency shall identify in the State plan core indicators of 
performance for CTE concentrators at the postsecondary 
level that are valid and reliable, and that include, at a 
minimum, measures of each of the following: 
‘‘(i) The percentage of CTE concentrators who, 
during the second quarter after program completion, 
remain enrolled in postsecondary education, are in 
advanced training, military service, or a service pro-
gram that receives assistance under title I of the 
National and Community Service Act of 1990 (42 
U.S.C. 12511 et seq.), are volunteers as described in 
section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), 
or are placed or retained in employment. 
‘‘(ii) The percentage of CTE concentrators who 
receive a recognized postsecondary credential during 
participation in or within 1 year of program completion. 
‘‘(iii) The percentage of CTE concentrators in 
career and technical education programs and programs 
of study that lead to non-traditional fields. 
‘‘(C) ALIGNMENT
OF
PERFORMANCE
INDICATORS.—In 
developing core indicators of performance under subpara-
graphs (A) and (B), an eligible agency shall, to the greatest 
extent possible, align the indicators so that substantially 
similar information gathered for other State and Federal 
programs, or for any other purpose, may be used to meet 
the requirements of this section.’’; 
(D) in paragraph (3)— 
(i) in the paragraph heading, by inserting ‘‘DETER-
MINED’’ after ‘‘STATE’’; 
(ii) by amending subparagraph (A) to read as fol-
lows: 
‘‘(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 para-
graph (2) for career and technical education activi-
ties 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.
H. R. 2353—20 
‘‘(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, quantifi-
able, and measurable; 
‘‘(bb) require the State to continually make 
meaningful progress toward improving the 
performance of all career and technical edu-
cation 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 com-
ment process described in subparagraph (B), 
and the eligible agency has provided a written 
response; 
‘‘(dd) when being adjusted pursuant to 
clause (ii), take into account how the levels 
of performance involved compare with the 
State levels of performance established for 
other States, considering factors including the 
characteristics of actual (as opposed to antici-
pated) CTE concentrators when the CTE con-
centrators entered the program, and the serv-
ices or instruction to be provided; 
‘‘(ee) when being adjusted pursuant to 
clause (ii), be higher than the average actual 
performance of the 2 most recently completed 
program years, except in the case of unantici-
pated 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
DETER-
MINED
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 pro-
gram years covered by the State plan, and submit 
the revised State determined levels of performance 
to the Secretary. If the eligible agency adjusts any 
levels of performance, the eligible agency shall adjust 
those levels in accordance with clause (i), and address 
written comments of stakeholders as described in 
subparagraph (B). The Secretary shall approve those 
revised levels of performance if those levels meet the 
requirements described in subclause (III) of clause (i). 
The State determined adjusted levels of performance 
identified under this clause shall be considered to be 
the State determined levels of performance for the 
State for such years and shall be incorporated into 
the State plan.
H. R. 2353—21 
‘‘(iii) UNANTICIPATED CIRCUMSTANCES.—If unantici-
pated circumstances arise in a State or changes occur 
related to improvements in data or measurement 
approaches, the eligible agency, at the end of the pro-
gram year, may revise the State determined levels 
of performance required under this subparagraph. 
After public comment, as described in subparagraph 
(B), the eligible agency shall submit such revised levels 
of performance to the Secretary with evidence sup-
porting the revision. The Secretary shall approve any 
such revision if that revision meets the requirements 
of clause (ii).’’; 
(iii) by striking subparagraph (B) and inserting 
the following: 
‘‘(B) PUBLIC COMMENT.— 
‘‘(i) IN
GENERAL.—Each eligible agency shall 
develop the levels of performance under subparagraph 
(A) in consultation with the stakeholders identified 
in section 122(c)(1)(A). 
‘‘(ii) WRITTEN COMMENTS.—Not less than 60 days 
prior to submission of the State plan, the eligible 
agency shall provide such stakeholders with the oppor-
tunity to provide written comments to the eligible 
agency, which shall be included in the State plan, 
regarding how the levels of performance described 
under subparagraph (A)— 
‘‘(I) meet the requirements of the law; 
‘‘(II) support the improvement of performance 
of all CTE concentrators, including subgroups of 
students, as described in section 1111(h)(1)(C)(ii) 
of the Elementary and Secondary Education Act 
of 1965, and special populations, as described in 
section 3(48); and 
‘‘(III) support the needs of the local education 
and business community. 
‘‘(iii) ELIGIBLE AGENCY RESPONSE.—Each eligible 
agency shall provide, in the State plan, a written 
response to the comments provided by stakeholders 
under clause (ii).’’; and 
(iv) by adding at the end the following: 
‘‘(C) STATE REPORT.— 
‘‘(i) IN
GENERAL.—Each eligible agency that 
receives an allotment under section 111 shall annually 
prepare and submit to the Secretary a report 
regarding— 
‘‘(I) the progress of the State in achieving the 
State determined levels of performance on the core 
indicators of performance; and 
‘‘(II) the actual levels of performance for all 
CTE concentrators, and for each of the subgroups 
of students, as described in section 1111(h)(1)(C)(ii) 
of the Elementary and Secondary Education Act 
of 1965, and special populations, as described in 
section 3(48). 
‘‘(ii) DATA.—Except as provided in subparagraph 
(E), each eligible agency that receives an allotment 
under section 111 shall—
H. R. 2353—22 
‘‘(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 concentra-
tors, if appropriate; 
‘‘(II) identify and quantify any disparities or 
gaps in performance on the State determined levels 
of performance under subparagraph (A) between 
any such subgroup or special population and the 
performance of all CTE concentrators served by 
the eligible agency under this Act, which shall 
include a quantifiable description of the progress 
each such subgroup or special population of stu-
dents served by the eligible agency under this 
Act has made in meeting the State determined 
levels of performance; and 
‘‘(III) for CTE concentrators described in para-
graph 
(2)(A)(iii) 
and 
paragraph 
(2)(B)(i), 
disaggregate data, to the extent such data is avail-
able, by each of the following: 
‘‘(aa) Individuals enrolled in postsecondary 
education (disaggregated by postsecondary 
award level, including certificate, associate, or 
baccalaureate degree). 
‘‘(bb) Individuals in advanced training. 
‘‘(cc) Individuals in military service or a 
service program that receives assistance under 
title I of the National and Community Service 
Act of 1990 (42 U.S.C. 12511 et seq.) or volun-
teers as described in section 5(a) of the Peace 
Corps Act (22 U.S.C. 2504(a)). 
‘‘(dd) 
Individuals 
in 
employment 
(including those individuals who are employed 
in a high-skill, high-wage, or in-demand sector 
or occupation). 
‘‘(iii) 
NONDUPLICATION.—The 
Secretary 
shall 
ensure that each eligible agency does not report 
duplicative information under this section. 
‘‘(iv) INFORMATION DISSEMINATION.—The Secretary 
shall— 
‘‘(I) make the information contained in such 
reports available to the general public through 
a variety of formats, including electronically 
through the Internet; 
‘‘(II) disseminate State-by-State comparisons 
of the information contained in such reports; and
H. R. 2353—23 
‘‘(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 edu-
cators; 
‘‘(ii) through a variety of formats, including elec-
tronically through the Internet; and 
‘‘(iii) in user-friendly formats and languages that 
are easily accessible, as determined by the eligible 
agency. 
‘‘(E) RULES FOR REPORTING DATA.—The disaggregation 
of data under this paragraph shall not be required when 
the number of students in a category is insufficient to 
yield statistically reliable information or when the results 
would reveal personally identifiable information about an 
individual student.’’; and 
(E) in paragraph (4)— 
(i) in subparagraph (A)— 
(I) in the subparagraph heading, by striking 
‘‘ADJUSTED’’; 
(II) by striking clauses (iii) and (v), and 
redesignating clauses (iv) and (vi) as clauses (iii) 
and (v), respectively; 
(III) in clause (i)— 
(aa) in the matter preceding subclause 
(I)— 
(AA) by striking ‘‘State adjusted levels 
of performance’’ and inserting ‘‘State 
determined levels of performance for each 
year of the plan’’; and 
(BB) by striking ‘‘local adjusted levels’’ 
and inserting ‘‘local levels’’ each place the 
term appears; 
(bb) in subclause (I)— 
(AA) by striking ‘‘consistent with the 
State levels of performance established 
under paragraph (3), so as’’ and inserting 
‘‘consistent with the form expressed in the 
State determined levels, so as’’; and 
(BB) by striking ‘‘and’’ after the semi-
colon; and 
(cc) in subclause (II), by striking ‘‘contin-
ually make progress toward improving the 
performance of career and technical education 
students.’’ and inserting ‘‘continually make 
meaningful progress toward improving the 
performance 
of 
all 
CTE 
concentrators, 
including subgroups of students described in 
section 1111(h)(1)(C)(ii) of the Elementary and 
Secondary Education Act of 1965 and special 
populations, as described in section 3(48);’’; 
and 
(dd) by adding at the end the following:
H. R. 2353—24 
‘‘(III) when being adjusted as described in 
clause (iii), be higher than the average actual 
performance levels of the previous 2 program 
years, except in a case in which unanticipated 
circumstances arise with respect to the eligible 
recipient and that eligible recipient meets the 
requirements for revisions under clause (iv); 
‘‘(IV) when being adjusted as described in 
clause (iii), take into account how the local levels 
of performance compare with the local levels of 
performance established for other eligible recipi-
ents, considering factors including the characteris-
tics of actual (as opposed to anticipated) CTE con-
centrators at the time those CTE concentrators 
entered the program, and the services or instruc-
tion 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 dif-
ferences in unemployment rates and job losses 
or gains in particular industries); and 
‘‘(bb) the abilities of the State and the 
eligible recipient to collect and access valid, 
reliable, and cost-effective data.’’; 
(IV) in clause (ii)— 
(aa) in the clause heading, by striking 
‘‘PLAN’’ and inserting ‘‘APPLICATION’’; 
(bb) by striking ‘‘plan’’ and inserting 
‘‘application’’; and 
(cc) by striking ‘‘the first 2’’ and inserting 
‘‘each of the’’; 
(V) by amending clause (iii), as redesignated 
by subclause (II), to read as follows: 
‘‘(iii) ALLOWABLE ADJUSTMENTS OF LOCAL LEVELS 
OF
PERFORMANCE
FOR
SUBSEQUENT
YEARS.—Prior to 
the third program year covered by the local application, 
the eligible recipient may, if the eligible recipient 
reaches an agreement with the eligible agency, adjust 
the local levels of performance for any of the core 
indicators of performance for the subsequent program 
years covered by the local application, in accordance 
with that agreement and with this subparagraph. The 
local adjusted levels of performance agreed to under 
this clause shall be considered to be the local levels 
of performance for the eligible recipient for such years 
and shall be incorporated into the local application.’’; 
and 
(VI) in clause (v), as redesignated by subclause 
(II), by striking ‘‘If unanticipated circumstances 
arise with respect to an eligible recipient resulting 
in a significant change in the factors described 
in clause (v), the eligible recipient may request 
that the local adjusted levels of performance 
agreed to under clause (iii) or (iv) be revised.’’ 
and inserting ‘‘If unanticipated circumstances 
arise, or changes occur related to improvements
H. R. 2353—25 
in data or measurement approaches, the eligible 
recipient may request that the local levels of 
performance agreed to under clauses (i) and (iii) 
be revised.’’; 
(ii) by striking subparagraph (B) and redesignating 
subparagraph (C) as subparagraph (B); and 
(iii) in subparagraph (B), as redesignated by clause 
(ii)— 
(I) in clause (i), by striking ‘‘the data described 
in clause (ii)(I), regarding the progress of such 
recipient in achieving the local adjusted levels of 
performance’’ and inserting ‘‘the data on the actual 
performance 
levels 
described 
in 
clause 
(ii), 
including the progress of such recipient in 
achieving the local levels of performance’’; 
(II) in clause (ii)— 
(aa) in subclause (I)— 
(AA) 
by 
striking 
‘‘section 
1111(h)(1)(C)(i)’’ and inserting ‘‘section 
1111(h)(1)(C)(ii)’’; 
(BB) by striking ‘‘section 3(29)’’ and 
inserting ‘‘section 3(48)’’; and 
(CC) by striking ‘‘and’’ after the semi-
colon; and 
(bb) in subclause (II)— 
(AA) by inserting ‘‘, as described in 
paragraph 3(C)(ii)(II),’’ after ‘‘gaps in 
performance’’; 
(BB) by inserting ‘‘as described in sub-
clause (I) (including special populations)’’ 
after ‘‘category of students’’; 
(CC) by striking ‘‘all students’’ and 
inserting ‘‘all CTE concentrators’’; and 
(DD) by adding at the end the fol-
lowing: 
‘‘(III) disaggregate data by the career and tech-
nical education programs or programs of study 
of the CTE concentrators, except that in a case 
in which reporting by such program or program 
of study is impractical, the data may be 
disaggregated by the career clusters of the CTE 
concentrators, if appropriate; and 
‘‘(IV) for CTE concentrators described in para-
graph 
(2)(A)(iii) 
and 
paragraph 
(2)(B)(i), 
disaggregate data, to the extent such data is avail-
able, by each of the following: 
‘‘(aa) Individuals enrolled in postsecondary 
education (disaggregated by postsecondary 
award level, including certificate, associate, or 
baccalaureate degree). 
‘‘(bb) Individuals in advanced training. 
‘‘(cc) Individuals in military service or a 
service program that receives assistance under 
title I of the National and Community Service 
Act of 1990 (42 U.S.C. 12511 et seq.) or volun-
teers as described in section 5(a) of the Peace 
Corps Act (22 U.S.C. 2504(a)).
H. R. 2353—26 
‘‘(dd) 
Individuals 
in 
employment 
(including those individuals who are employed 
in a high-skill, high-wage, or in-demand sector 
or occupation).’’; 
(III) in clause (iii), by striking ‘‘subsection 
(c)(3)’’ and inserting ‘‘paragraph (3)(C)(iii)’’; 
(IV) in clause (iv), by striking ‘‘clause (ii)’’ and 
inserting ‘‘this paragraph’’; and 
(V) by striking clause (v) and inserting the 
following: 
‘‘(v) AVAILABILITY.—The report described in clause 
(i) shall be made available by the eligible recipient 
through a variety of formats, including electronically 
through the Internet, to students, parents, educators, 
and the public, and the information contained in such 
report shall be in a format that is understandable 
and uniform, and to the extent practicable, provided 
in a language that students, parents, and educators 
can understand.’’; and 
(2) by striking subsection (c). 
SEC. 113. NATIONAL ACTIVITIES. 
Section 114 (20 U.S.C. 2324) is amended— 
(1) in subsection (a)(1)— 
(A) by striking ‘‘The Secretary shall’’ the first place 
it appears and inserting ‘‘The Secretary shall, in consulta-
tion with the Director,’’; and 
(B) by inserting ‘‘from eligible agencies under section 
113(b)(3)(C)’’ after ‘‘pursuant to this title’’; 
(2) by amending subsection (b) to read as follows: 
‘‘(b) REASONABLE COST.—The Secretary shall take such action 
as may be necessary to secure at reasonable cost the information 
required by this title. To ensure reasonable cost, the Secretary, 
in consultation with the National Center for Education Statistics 
and the Office of Career, Technical, and Adult Education shall 
determine the methodology to be used and the frequency with 
which such information is to be collected.’’; 
(3) in subsection (c)— 
(A) in paragraph (1), by striking ‘‘Secretary may’’ and 
inserting ‘‘Secretary shall’’; 
(B) in paragraph (2)— 
(i) in subparagraph (B), by inserting ‘‘, acting 
through the Director,’’ after ‘‘describe how the Sec-
retary’’; and 
(ii) in subparagraph (C), by inserting ‘‘, in consulta-
tion with the Director,’’ after ‘‘Secretary’’; 
(4) in subsection (d)— 
(A) in paragraph (1)— 
(i) in subparagraph (A)— 
(I) by inserting ‘‘, acting through the Director,’’ 
after ‘‘The Secretary’’; 
(II) by inserting ‘‘and the plan developed under 
subsection (c)’’ after ‘‘described in paragraph (2)’’; 
and 
(III) by striking ‘‘assessment’’ each place such 
term appears and inserting ‘‘evaluation’’; 
(ii) in subparagraph (B)—
H. R. 2353—27 
(I) in clause (v), by striking ‘‘; and’’ and 
inserting a semicolon; 
(II) in clause (vi)— 
(aa) by inserting ‘‘qualified’’ before ‘‘inter-
mediaries’’; and 
(bb) by striking the period at the end and 
inserting ‘‘, which may include individuals 
with expertise in addressing inequities in 
access to, and in opportunities for, academic 
and technical skill attainment;’’; and 
(III) by adding at the end the following: 
‘‘(vii) representatives of Indian Tribes and Tribal 
organizations; and 
‘‘(viii) representatives of special populations.’’; and 
(iii) in subparagraph (C)— 
(I) by inserting ‘‘the Director,’’ after ‘‘the Sec-
retary,’’; and 
(II) by striking ‘‘assessment’’ and inserting 
‘‘evaluation’’; 
(B) in paragraph (2)— 
(i) in the heading, by striking ‘‘AND ASSESSMENT’’; 
(ii) in subparagraph (A)— 
(I) by striking ‘‘subsection (e), the Secretary’’ 
and inserting ‘‘subsection (f), the Secretary, acting 
through the Director,’’; 
(II) by striking ‘‘an independent evaluation 
and assessment’’ and inserting ‘‘a series of research 
and evaluation initiatives for each year for which 
funds are appropriated to carry out this Act, which 
are aligned with the plan in subsection (c)(2),’’; 
(III) by striking ‘‘Carl D. Perkins Career and 
Technical Education Improvement Act of 2006’’ 
and inserting ‘‘Strengthening Career and Technical 
Education for the 21st Century Act’’; and 
(IV) by adding at the end the following: ‘‘When-
ever possible, data used for the evaluation for a 
fiscal year shall be data from the most recent 
fiscal year for which such data are available, and 
from the 5-year period preceding that fiscal year.’’; 
and 
(iii) by amending subparagraph (B) to read as fol-
lows: 
‘‘(B) 
CONTENTS.—The 
evaluation 
required 
under 
subparagraph (A) shall include descriptions and evalua-
tions 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 edu-
cation for students participating in career and technical 
education programs, including a review of the effect 
of such integration on the academic and technical pro-
ficiency 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
H. R. 2353—28 
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 post-
secondary 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 edu-
cation programs and programs of study prepare stu-
dents, 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 pro-
grams and programs of study and career and technical 
education students’ preparation for employment; 
‘‘(iv) efforts to expand access to career and tech-
nical 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 pro-
moting career and technical education opportunities 
involving teachers, school counselors, and parents or 
other guardians; 
‘‘(vii) the extent to which career and technical edu-
cation 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 compari-
sons, where appropriate, of— 
‘‘(I) the use of the comprehensive needs assess-
ment 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 Sec-
ondary 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;
H. R. 2353—29 
‘‘(x) changes in student enrollment patterns; and 
‘‘(xi) efforts to reduce disparities or performance 
gaps described in section 113(b)(3)(C)(ii)(II).’’; and 
(iv) in subparagraph (C)— 
(I) in clause (i)— 
(aa) in the matter preceding subclause (I), 
by inserting ‘‘, in consultation with the 
Director,’’ after ‘‘The Secretary’’; and 
(bb) by striking subclauses (I) and (II) and 
inserting the following: 
‘‘(I) not later than 2 years after the date of 
enactment of the Strengthening Career and Tech-
nical Education for the 21st Century Act, an 
interim report regarding the evaluation and sum-
mary of research activities carried out under this 
section that builds on studies and analyses existing 
as of such date of enactment; 
‘‘(II) not later than 4 years after the date 
of enactment of the Strengthening Career and 
Technical Education for the 21st Century Act, a 
final report summarizing the studies and analyses 
that relate to the evaluation and summary of 
research activities carried out under this section; 
and 
‘‘(III) a biennial update to such final report 
for succeeding years.’’; 
(II) in clause (ii), by inserting ‘‘the Director,’’ 
after ‘‘the President, the Secretary,’’ each place 
the term appears; and 
(III) by adding after clause (ii) the following: 
‘‘(iii) DISSEMINATION.—In addition to submitting 
the reports required under clause (i), the Secretary 
shall disseminate the results of the evaluation widely 
and on a timely basis in order to increase the under-
standing among State and local officials and educators 
of the effectiveness of programs and activities sup-
ported under the Act and of the career and technical 
education programs and programs of study that are 
most likely to produce positive educational and employ-
ment outcomes.’’; 
(C) in subparagraph (3)(A), by striking ‘‘State adjusted 
levels of performance described in section 113(b)’’ and 
inserting ‘‘State determined levels of performance described 
in section 113(b), as long as such information does not 
reveal any personally identifiable information’’; and 
(D) by striking paragraphs (4) and (5) and inserting 
the following: 
‘‘(4) RESEARCH.— 
‘‘(A) IN
GENERAL.—From amounts made available 
under subsection (f), the Secretary, after consultation with 
the Director, the Commissioner for Education Research, 
and the States, and with input from the independent 
advisory panel established under subsection (d)(1)(A), shall 
award a grant, contract, or cooperative agreement, on a 
competitive basis, to an institution of higher education 
or to a consortium of one or more institutions of higher 
education and one or more private nonprofit organizations
H. R. 2353—30 
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 edu-
cation programs; and 
‘‘(II) addressing the education, employment, 
and training needs of CTE participants, including 
special populations, in career and technical edu-
cation 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 appro-
priate, 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 Oppor-
tunity Act (29 U.S.C. 3101 et seq.), the Elementary 
and Secondary Education Act of 1965, and the 
Higher Education Act of 1965. 
‘‘(iii) Evidence-based research and analyses that 
provide longitudinal information with respect to career 
and technical education programs and programs of 
study and student achievement. 
‘‘(iv) The implementation of, evaluation of, or evi-
dence-based research of, innovative methods that sup-
port high-quality implementation of career and tech-
nical 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, com-
petency-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
H. R. 2353—31 
‘‘(IV) initiatives to facilitate the transition of 
sub-baccalaureate career and technical education 
students into baccalaureate degree programs, 
including barriers affecting rural students and spe-
cial populations. 
‘‘(C) REPORT.—The institution or consortium receiving 
a grant under this paragraph shall annually prepare a 
report containing information about the key research 
findings of such entity under this paragraph and shall 
submit copies of the report to the Secretary and the 
Director. The Secretary shall submit copies of the report 
to the relevant committees of Congress, the Library of 
Congress, and each eligible agency. 
‘‘(D) DISSEMINATION.—The institution or consortium 
receiving a grant under this paragraph shall conduct 
dissemination and training activities based on the research 
carried out under this paragraph on a timely basis, 
including through dissemination networks and, as appro-
priate and relevant, technical assistance providers within 
the Department.’’; 
(5) by redesignating subsection (e) as subsection (f); 
(6) by inserting after subsection (d) the following: 
‘‘(e) INNOVATION AND MODERNIZATION.— 
‘‘(1) GRANT PROGRAM.—To identify, support, and rigorously 
evaluate evidence-based and innovative strategies and activities 
to improve and modernize career and technical education and 
align workforce skills with labor market needs as part of the 
State plan under section 122 and local application under section 
134 and the requirements of this subsection, the Secretary 
may use not more than 20 percent of the amounts appropriated 
under subsection (f) to award grants to eligible entities, eligible 
institutions, or eligible recipients to carry out the activities 
described in paragraph (7). 
‘‘(2) NON-FEDERAL MATCH.— 
‘‘(A) MATCHING FUNDS REQUIRED.—Except as provided 
under subparagraph (B), to receive a grant under this 
subsection, an eligible entity, eligible institution, or eligible 
recipient shall, through cash or in-kind contributions, pro-
vide 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 dem-
onstrates exceptional circumstances. 
‘‘(3) APPLICATION.—To receive a grant under this sub-
section, 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 para-
graph; 
‘‘(B) a description of the budget for the project, the 
source and amount of the matching funds required under
H. R. 2353—32 
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 car-
ried out under section 124 or 135; 
‘‘(E) a description of how the career and technical edu-
cation 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 valida-
tion, in accordance with applicable data privacy laws, 
including section 444 of the General Education Provi-
sions 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 sub-
section, 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-cen-
tric 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 agen-
cies or such institutions of higher education; 
‘‘(iv) a partnership between— 
‘‘(I) an educational service agency or a non-
profit 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.
H. R. 2353—33 
‘‘(B) EXCEPTION.—Notwithstanding subparagraph (A), 
the Secretary shall reduce the amount of funds made avail-
able 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 sub-
section 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 popu-
lations. 
‘‘(7) USES OF FUNDS.—An eligible entity, eligible institution, 
or eligible recipient that is awarded a grant under this sub-
section shall use the grant funds to create, develop, implement, 
replicate, or take to scale evidence-based, field-initiated innova-
tions to modernize and improve effectiveness and alignment 
of career and technical education and to improve student out-
comes 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 tech-
nical education programs, which is needed for the develop-
ment, expansion, and implementation of State-approved 
career and technical education programs of study, 
including— 
‘‘(i) the development or acquisition of instructional 
materials associated with the equipment and tech-
nology purchased by an eligible entity, eligible institu-
tion, or eligible recipient through the grant; or 
‘‘(ii) efforts to expand, develop, or implement pro-
grams designed to increase opportunities for students 
to take rigorous courses in coding or computer science 
subject areas, and support for statewide efforts to 
increase access and implementation of coding or com-
puter science courses in order to meet local labor 
market needs in occupations that require skills in those 
subject areas. 
‘‘(B) Improving career and technical education out-
comes 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;
H. R. 2353—34 
‘‘(iii) supporting new models for integrating aca-
demic 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 edu-
cation or employment through programs, activities, or 
services that may include the creation, development, 
or expansion of dual or concurrent enrollment pro-
grams, articulation agreements, credit transfer agree-
ments, and competency-based education; or 
‘‘(ii) from the completion of one postsecondary pro-
gram to another postsecondary program that awards 
a recognized postsecondary credential. 
‘‘(D) Supporting the development and enhancement of 
innovative delivery models for career and technical edu-
cation. 
‘‘(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 experi-
ence for students, which may include evidence-based transi-
tional 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 accommoda-
tions to, special populations; 
‘‘(ii) externships or site visits with business and 
industry; 
‘‘(iii) the integration of coherent and rigorous aca-
demic content standards and career and technical edu-
cation curricula, including through opportunities for 
appropriate academic and career and technical edu-
cation teachers to jointly develop and implement cur-
ricula 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 out-
comes in non-traditional fields.
H. R. 2353—35 
‘‘(I) Supporting the use of career and technical edu-
cation programs and programs of study in a coordinated 
strategy to address identified employer needs and 
workforce shortages, such as shortages in the early child-
hood, 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 tech-
nical education students, including special populations, pre-
paring 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 min-
imum, 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 Edu-
cation Act of 1965; 
‘‘(ii) special populations; and 
‘‘(iii) as appropriate, each career and technical edu-
cation program and program of study; and 
‘‘(C) a quantitative analysis of the effectiveness of the 
project carried out under this paragraph.’’; and 
(7) by amending subsection (f), as redesignated by para-
graph (5), to read as follows: 
‘‘(f) AUTHORIZATION OF APPROPRIATIONS.—There are authorized 
to be appropriated to carry out this section— 
‘‘(1) $7,651,051 for fiscal year 2019; 
‘‘(2) $7,758,166 for fiscal year 2020; 
‘‘(3) $7,866,780 for fiscal year 2021; 
‘‘(4) $7,976,915 for fiscal year 2022; 
‘‘(5) $8,088,592 for fiscal year 2023; and 
‘‘(6) $8,201,832 for fiscal year 2024.’’. 
SEC. 114. ASSISTANCE FOR THE OUTLYING AREAS. 
Section 115 (20 U.S.C. 2325) is amended— 
(1) in subsection (a)(3), by striking ‘‘subject to subsection 
(d)’’ and inserting ‘‘subject to subsection (b)’’; 
(2) by striking subsections (b) and (c); and 
(3) by redesignating subsection (d) as subsection (b).
H. R. 2353—36 
SEC. 115. NATIVE AMERICAN PROGRAMS. 
Section 116 (20 U.S.C. 2326) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1), in the paragraph heading, by 
striking ‘‘NATIVE’’ and inserting ‘‘NATIVE’’; 
(B) by striking paragraph (3); 
(C) by redesignating paragraphs (4) and (5) as para-
graphs (3) and (4), respectively; 
(D) in paragraph (3) (as redesignated by subparagraph 
(C)), in the paragraph heading, by striking ‘‘HAWAIIAN’’ 
and inserting ‘‘HAWAIIAN’’; and 
(E) in paragraph (4) (as redesignated by subparagraph 
(C))— 
(i) 
in 
the 
paragraph 
heading, 
by 
striking 
‘‘HAWAIIAN’’ and inserting ‘‘HAWAIIAN’’; and 
(ii) by inserting ‘‘(20 U.S.C. 7517)’’ after ‘‘Act’’; 
(2) in subsection (b)— 
(A) in paragraph (1)— 
(i) by striking ‘‘tribes’’ and inserting ‘‘Tribes’’; and 
(ii) by striking ‘‘tribal’’ and inserting ‘‘Tribal’’; 
(B) in paragraph (2)— 
(i) by striking the paragraph heading and inserting 
‘‘INDIAN TRIBES AND TRIBAL ORGANIZATIONS.—’’; 
(ii) by striking ‘‘Indian tribe or tribal organization’’ 
and inserting ‘‘Indian Tribe or Tribal organization’’; 
(iii) by striking ‘‘450f’’ and inserting ‘‘5321’’; and 
(iv) by striking ‘‘455–457’’ and inserting ‘‘5345– 
5347’’; 
(C) in paragraph (3)— 
(i) in the paragraph heading, by striking ‘‘BUREAU 
OF INDIAN AFFAIRS’’ and inserting ‘‘BUREAU OF INDIAN 
EDUCATION’’; 
(ii) by striking ‘‘tribe’’ and inserting ‘‘Tribe’’; 
(iii) by striking ‘‘tribal’’ and inserting ‘‘Tribal’’; and 
(iv) by striking ‘‘Bureau of Indian Affairs’’ and 
inserting ‘‘Bureau of Indian Education’’; 
(D) in paragraph (4)— 
(i) by striking ‘‘Bureau of Indian Affairs’’ each 
place the term appears and inserting ‘‘Bureau of Indian 
Education’’; and 
(ii) by striking ‘‘Assistant Secretary of the Interior 
for Indian Affairs’’ and inserting ‘‘Director of the 
Bureau of Indian Education’’; 
(E) in paragraph (5)(A), by striking ‘‘Indian tribes, 
tribal organizations, and individual tribal members’’ and 
inserting ‘‘Indian Tribes, Tribal organizations, and indi-
vidual Tribal members’’; and 
(F) in paragraph (6)— 
(i) by striking ‘‘tribe’’ each place the term appears 
and inserting ‘‘Tribe’’; and 
(ii) by striking ‘‘tribal’’ each place the term appears 
and inserting ‘‘Tribal’’; 
(3) in subsection (c)— 
(A) by redesignating paragraph (2) as paragraph (3); 
and 
(B) by inserting after paragraph (1) the following:
H. R. 2353—37 
‘‘(2) SPECIAL
RULE.—Notwithstanding section 3(5)(A)(iii), 
funds made available under this section may be used to provide 
preparatory, refresher, and remedial education services that 
are designed to enable students to achieve success in career 
and technical education programs or programs of study.’’; 
(4) in subsection (d), by striking ‘‘tribe’’ each place the 
term appears and inserting ‘‘Tribe’’; 
(5) in subsection (e)(1), by striking ‘‘tribal’’ and inserting 
‘‘Tribal’’; 
(6) in subsection (f), by striking ‘‘tribe’’ and inserting 
‘‘Tribe’’; and 
(7) in subsection (g), by striking ‘‘tribe’’ each place the 
term appears and inserting ‘‘Tribe’’. 
SEC. 116. TRIBALLY CONTROLLED POSTSECONDARY CAREER AND 
TECHNICAL INSTITUTIONS. 
Section 117 (20 U.S.C. 2327) is amended— 
(1) in subsection (a)(2), by striking ‘‘(25 U.S.C. 640a et 
seq.)’’ and inserting ‘‘(Public Law 92–189; 85 Stat. 646)’’; 
(2) in subsection (d), by striking ‘‘(25 U.S.C. 640a et seq.)’’ 
and inserting ‘‘(Public Law 92–189; 85 Stat. 646)’’; 
(3) in subsection (f)(3), by striking ‘‘tribe’’ each place the 
term appears and inserting ‘‘Tribe’’; 
(4) in subsection (h)— 
(A) in the paragraph heading, by striking ‘‘INDIAN 
TRIBE’’ and inserting ‘‘INDIAN TRIBE’’; and 
(B) by striking ‘‘terms ‘Indian’ and ‘Indian tribe’ have 
the meanings given the terms in’’ and inserting ‘‘terms 
‘Indian’ and ‘Indian Tribe’ have the meanings given the 
terms ‘Indian’ and ‘Indian tribe’, respectively, in’’; and 
(5) by striking subsection (i) and inserting the following: 
‘‘(i) AUTHORIZATION OF APPROPRIATIONS.—There are authorized 
to be appropriated to carry out this section— 
‘‘(1) $9,762,539 for fiscal year 2019; 
‘‘(2) $9,899,215 for fiscal year 2020; 
‘‘(3) $10,037,804 for fiscal year 2021; 
‘‘(4) $10,178,333 for fiscal year 2022; 
‘‘(5) $10,320,829 for fiscal year 2023; and 
‘‘(6) $10,465,321 for fiscal year 2024.’’. 
SEC. 117. OCCUPATIONAL AND EMPLOYMENT INFORMATION. 
Section 118 (20 U.S.C. 2328) is repealed. 
PART B—STATE PROVISIONS 
SEC. 121. STATE ADMINISTRATION. 
Section 121(a)(2) (20 U.S.C. 2341(a)(2)) is amended by striking 
‘‘parents’’ and all that follows through the end of the paragraph 
and inserting ‘‘teachers, faculty, specialized instructional support 
personnel, paraprofessionals, school leaders, authorized public char-
tering 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 commu-
nity organizations;’’.
H. R. 2353—38 
SEC. 122. STATE PLAN. 
Section 122 (20 U.S.C. 2342) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1)— 
(i) by striking ‘‘6-year period,’’ and inserting ‘‘4- 
year period, consistent with subsection (b) and para-
graph (5),’’; and 
(ii) by striking ‘‘Carl D. Perkins Career and Tech-
nical Education Improvement Act of 2006’’ and 
inserting ‘‘Strengthening Career and Technical Edu-
cation for the 21st Century Act’’; 
(B) in paragraph (2)(B), by striking ‘‘6-year period’’ 
and inserting ‘‘4-year period’’; 
(C) in paragraph (3), by striking ‘‘(including charter 
school’’ and all that follows through ‘‘and community 
organizations)’’ and inserting ‘‘(including teachers, faculty, 
specialized instructional support personnel, paraprofes-
sionals, school leaders, authorized public chartering agen-
cies and charter school leaders (consistent with State law), 
employers, labor organizations, parents, students, Indian 
Tribes and Tribal organizations that may be present in 
the State, and community organizations)’’; and 
(D) by adding at the end the following: 
‘‘(4) PUBLIC COMMENT.—Each eligible agency shall make 
the State plan publicly available for public comment for a 
period of not less than 30 days, by electronic means and in 
an easily accessible format, prior to submission to the Secretary 
for approval under this subsection. In the plan the eligible 
agency files under this subsection, the eligible agency shall 
provide an assurance that public comments were taken into 
account in the development of the State plan. 
‘‘(5) OPTIONAL
SUBMISSION
OF
SUBSEQUENT
PLANS.—An 
eligible agency may, after the first 4-year State plan is sub-
mitted under this section, submit subsequent 4-year plans not 
later than 120 days prior to the end of the 4-year period 
covered by the preceding State plan or, if an eligible agency 
chooses not to submit a State plan for a subsequent 4-year 
period, the eligible agency shall submit, and the Secretary 
shall approve, annual revisions to the State determined levels 
of performance in the same manner as revisions submitted 
and approved under section 113(b)(3)(A)(ii).’’; and 
(2) by striking subsections (b) through (e) and inserting 
the following: 
‘‘(b) OPTIONS FOR SUBMISSION OF STATE PLAN.— 
‘‘(1) COMBINED PLAN.—The eligible agency may submit a 
combined plan that meets the requirements of this section 
and the requirements of section 103 of the Workforce Innovation 
and Opportunity Act (29 U.S.C. 3113). 
‘‘(2) NOTICE
TO
SECRETARY.—The eligible agency shall 
inform the Secretary of whether the eligible agency intends 
to submit a combined plan described in paragraph (1) or a 
single plan. 
‘‘(c) PLAN DEVELOPMENT.— 
‘‘(1) IN GENERAL.—The eligible agency shall— 
‘‘(A) develop the State plan in consultation with— 
‘‘(i) representatives of secondary and postsecondary 
career and technical education programs, including
H. R. 2353—39 
eligible recipients and representatives of 2-year 
minority-serving institutions and historically Black col-
leges and universities and tribally controlled colleges 
or universities in States where such institutions are 
in existence, adult career and technical education pro-
viders, and charter school representatives in States 
where such schools are in existence, which shall include 
teachers, faculty, school leaders, specialized instruc-
tional support personnel, career and academic guidance 
counselors, and paraprofessionals; 
‘‘(ii) 
interested 
community 
representatives, 
including parents, students, and community organiza-
tions; 
‘‘(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 popu-
lations; 
‘‘(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 rep-
resentatives 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 Edu-
cation 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 tech-
nical 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 develop-
ment 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
H. R. 2353—40 
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 pre-
paring 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, coordina-
tion, 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 pro-
grams 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, devel-
oped, 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 edu-
cation for special populations; and 
‘‘(iii) support the inclusion of employability skills 
in programs of study and career pathways; 
‘‘(C) how the eligible agency will— 
‘‘(i) make information on approved programs of 
study and career pathways (including career explo-
ration, work-based learning opportunities, early college 
high schools, and dual or concurrent enrollment pro-
gram opportunities) and guidance and advisement 
resources, available to students (and parents, as appro-
priate), 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 edu-
cators can understand; 
‘‘(ii) facilitate collaboration among eligible recipi-
ents in the development and coordination of career 
and technical education programs and programs of
H. R. 2353—41 
study and career pathways that include multiple entry 
and exit points; 
‘‘(iii) use State, regional, or local labor market 
data to determine alignment of eligible recipients’ pro-
grams 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 articu-
late processes by which career pathways will be devel-
oped by local workforce development boards, as appro-
priate; 
‘‘(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 oppor-
tunity 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 attain-
ment, including skill attainment that leads to a recognized 
postsecondary credential; and 
‘‘(C) each eligible recipient will ensure the comprehen-
sive 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 paraprofes-
sionals 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—
H. R. 2353—42 
‘‘(A) among career and technical education at the sec-
ondary level, or career and technical education at the post-
secondary 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 individ-
uals 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 perform-
ance 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 meaning-
ful 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, adminis-
trators, 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