I 
111TH CONGRESS 
1ST SESSION H. R. 3398 
To establish partnerships to create or enhance educational and skills 
development pathways to 21st century careers, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JULY 29, 2009 
Mr. TIERNEY introduced the following bill; which was referred to the 
Committee on Education and Labor 
A BILL 
To establish partnerships to create or enhance educational 
and skills development pathways to 21st century careers, 
and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 
(a) SHORT TITLE.—This Act may be cited as the 
‘‘Promoting Innovations to 21st Century Careers Act’’. 
(b) TABLE OF CONTENTS.—The table of contents of 
this Act is as follows: 
Sec. 1. Short title; table of contents. 
Sec. 2. Findings; purposes. 
Sec. 3. Definitions. 
TITLE I—CAREER PATHWAYS GRANTS 
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Sec. 101. State partnership planning grants. 
Sec. 102. State partnership implementation grants. 
Sec. 103. Regional partnership subgrants. 
Sec. 104. State partnership transition grants. 
TITLE II—CAREER PATHWAYS PARTNERSHIP SUPPLEMENTAL 
GRANTS 
Sec. 201. State partnership supplemental grants program authorized. 
Sec. 202. Types of supplemental grants. 
TITLE III—GENERAL PROVISIONS 
Sec. 301. Establishment of the National Academic and Career Innovation Cen-
ter. 
Sec. 302. Accountability and performance measurement. 
Sec. 303. Evaluation and research. 
Sec. 304. Benefits and labor standards. 
Sec. 305. Sunshine provision. 
Sec. 306. Authorization of appropriations and distribution. 
SEC. 2. FINDINGS; PURPOSES. 
(a) FINDINGS.—Congress finds the following: 
(1) A highly skilled and agile workforce is nec-
essary to compete in the global economy and main-
tain the standard of living of the United States. 
(2) According to a 2006 report by Civic Enter-
prises for the Bill and Melinda Gates Foundation, 
nearly one-third of all public high school students in 
the United States do not graduate, and in 2003, 
3,500,000 youth ages 16 to 25 did not have a high 
school diploma and were not enrolled in school. 
(3) According to the Congressional Research 
Service’s analysis of data from the National Center 
for Education Statistics, in 2002–2003 (the most re-
cent year for which all necessary data were reported 
by all States) more than 25 percent of first-year 
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high school students in the United States did not re-
ceive their diploma on time. By age 24, more than 
1 in 10 individuals do not have a high school di-
ploma or its equivalent. 
(4) High school dropouts have a high social 
cost. According to a 2006 report by Civic Enter-
prises for the Bill and Melinda Gates Foundation, 4 
out of 10 young adults between the ages of 16 and 
24 lacking a high school diploma received some type 
of government assistance in 2001, and the lifetime 
cost to the United States of a dropout who enters 
a life of crime or drugs ranges from $1,700,000 to 
$2,300,000. 
(5) According to the National Center for Edu-
cation Statistics, measuring economic outcomes as of 
2000, students completing high school in 4 years 
had, on average, higher wage rates and annual earn-
ings than those who took longer to complete a high 
school credential. High school dropouts, on average, 
earn about $1,000,000 less over a lifetime than col-
lege graduates. 
(6) By some estimates, less than half of stu-
dents who enter 9th grade graduate from high 
school and enter postsecondary education, and for 
those who do, many are not academically prepared. 
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Twenty-eight percent of first-time college freshman 
in fall 2000 took at least 1 remedial course. Forty- 
two percent of first-time community college fresh-
man took at least 1 remedial course. 
(7) According to the Education Commission of 
the States, nearly 60 percent of today’s jobs require 
some training or education beyond high school, com-
pared to just 20 percent in the 1940s. 
(8) According to a 2003 report for the Edu-
cational Testing Service, the fastest-growing and 
best-paying jobs are those that require some college 
education. As baby-boomers retire, however, the 
shortage of workers with some college-level skills 
may increase to more than 14,000,000 by 2020. 
(9) According to the findings of a 2006 study 
conducted by the American College Testing Program 
(ACT), the skills required for high school students 
to be ready to successfully enter postsecondary edu-
cation and to enter workforce training programs are 
comparable. The report found that high school grad-
uates need a comparable level of readiness in read-
ing and mathematics to enter college-level courses 
without remediation and to enter workforce training 
programs in jobs that are likely to offer family sup-
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porting wages and the potential for career advance-
ment. 
(10) According to a 2003 report for the Edu-
cational Testing Service, about 40 percent of Amer-
ican adults do not have skills typical of those with 
some college, but the fastest job growth will occur in 
those jobs in which incumbent workers currently 
have skill levels reflecting at least some postsec-
ondary education. 
(11) Increases in a country’s overall level of 
educational attainment leads to increases in its over-
all rate of economic growth. According to a 2003 re-
port for the Educational Testing Service, increasing 
a country’s average level of schooling by only 1 year 
can increase economic growth by about 5 to 15 per-
cent. 
(b) PURPOSES.—The purposes of this Act are— 
(1) to increase the graduation rate of students 
from high school; 
(2) to increase the number of high school stu-
dents prepared with 21st century skills for college- 
level work and workforce development after gradua-
tion from secondary school; 
(3) to improve the long-term labor market pros-
pects for young people; 
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(4) to establish State and regional partnerships 
among education, business, labor, and workforce and 
economic development leaders for the purposes of— 
(A) creating or enhancing educational 
pathways for high school students to postsec-
ondary education, including registered appren-
ticeship programs, and to 21st century careers; 
(B) aligning the requirements for success-
fully exiting secondary education and entering 
postsecondary education and workforce develop-
ment; and 
(C) developing a coherent vision for com-
munity development that complements and co-
ordinates ongoing and new efforts in education 
and workforce and economic development; 
(5) to increase the use of industry-based skill 
standards, such as those certifications developed by 
the Manufacturing Skill Standards Council and the 
National Institute for Metalworking Skills; and 
(6) to increase the number of highly skilled and 
agile workers available to employers, particularly in 
high skill, high demand industries. 
SEC. 3. DEFINITIONS. 
In this Act: 
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(1) AT-RISK YOUTH.—The term ‘‘at-risk youth’’ 
means a high school student who— 
(A) is economically disadvantaged, as de-
termined by the student being— 
(i) eligible for free or reduced price 
lunch under the Richard B. Russell Na-
tional School Lunch Act (42 U.S.C. 1751 
et seq.); 
(ii) eligible to receive medical assist-
ance under the State Medicaid program es-
tablished under title XIX of the Social Se-
curity Act (42 U.S.C. 1396 et seq.); or 
(iii) a member of a family receiving 
assistance under the State program funded 
under part A of title IV of the Social Secu-
rity Act (42 U.S.C. 601 et seq.); 
(B) is at risk for academic failure; 
(C) is a student with disabilities; 
(D) is a student who is a homeless child or 
youth, as defined in section 725 of the McKin-
ney-Vento Homeless Assistance Act (42 U.S.C. 
11434a); 
(E) is a migrant student or a student with 
limited English proficiency; 
(F) is a youth offender; or 
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(G) is in foster care or is aging out of the 
foster care system. 
(2) BOARD.—The term ‘‘Board’’ means the Na-
tional Academic and Career Innovation Center 
Board established under section 301(d). 
(3) CAREER
PATHWAY.—The term ‘‘career 
pathway’’ means a rigorous, engaging, and high- 
quality set of courses and services that— 
(A) includes an articulated sequence of 
academic and career courses, including 21st 
century skills; 
(B) is aligned with the needs of high skill, 
high demand industries in a region or State; 
(C) prepares students for entry into the 
full range of postsecondary education options, 
including registered apprenticeships, and ca-
reers; 
(D) provides academic and career coun-
seling in student-to-counselor ratios that allow 
students to make informed decisions about aca-
demic and career options; 
(E) meets State academic standards, State 
requirements for secondary school graduation 
and is aligned with requirements for entry into 
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postsecondary education, and applicable indus-
try standards; and 
(F) leads to 2 or more credentials, includ-
ing— 
(i) a secondary school diploma; and 
(ii) a postsecondary degree, an ap-
prenticeship or other occupational certifi-
cation, a certificate, or a license. 
(4) CENTER.—The term ‘‘Center’’ means the 
National Academic and Career Innovation Center es-
tablished under section 301. 
(5) DIRECTOR.—The term ‘‘Director’’ means 
the Director of the National Academic and Career 
Innovation Center. 
(6) DROPOUT RECOVERY.—The term ‘‘dropout 
recovery’’ means a wide range of effective efforts to 
provide former high school students who did not 
graduate from secondary school in a standard num-
ber of years with an opportunity to earn a secondary 
school diploma and continue onto postsecondary edu-
cation. 
(7) HIGH SCHOOL STUDENT.—The term ‘‘high 
school student’’ means a student who is enrolled in 
a public secondary school— 
(A) in one of grades 9 through 12; or 
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(B) in the case of a student enrolled in a 
secondary school approved by a State to issue 
a regular diploma concurrently with a postsec-
ondary degree or with not more than 2 years’ 
worth of postsecondary academic credit, in 
grade 13. 
(8) HIGH SKILL, HIGH DEMAND INDUSTRY.— 
(A) IN GENERAL.—The term ‘‘high skill, 
high demand industry’’ means an industry 
that— 
(i) has a significant current or poten-
tial impact on the regional economy over-
all; 
(ii) brings net dollars into a region or 
is critical to attracting and sustaining 
businesses within the industry; 
(iii) stimulates the growth of other 
supporting businesses, or the growth of 
other industries or economic sectors within 
the region; 
(iv) provides workers with competitive 
and family supporting wages and benefits 
that increase the strength and vitality of 
the entire regional economy; and 
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(v) provides opportunities for career 
advancement. 
(B) DETERMINATION.—The determination 
of whether an industry is a high skill, high de-
mand industry shall be made using State or re-
gional business and labor market projections 
and an analysis of real time data derived from 
labor market transactions. 
(9) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given the term in section 101 of the Higher 
Education Act of 1965 (20 U.S.C. 1001). 
(10) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’ has the meaning given 
the term in section 9101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(11) ONE-STOP CENTER.—The term ‘‘one-stop 
center’’ means a one-stop center described in section 
134(c) of the Workforce Investment Act of 1998 (29 
U.S.C. 2864(c)). 
(12) PATHWAYS GRANTS.—The term ‘‘pathways 
grants’’ means the grants authorized under title I 
(excluding section 103) and title II. 
(13) POSTSECONDARY EDUCATION.—The term 
‘‘postsecondary education’’ means— 
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(A) not less than a 1-year program of in-
struction offered by an institution of higher 
education that is acceptable for credit toward 
an associate or a baccalaureate degree; or 
(B) a certificate or registered apprentice-
ship program at the postsecondary level offered 
by an institution of higher education or a non-
profit educational institution. 
(14) REGIONAL PARTNERSHIP.—The term ‘‘re-
gional partnership’’ means a regional pathways part-
nership receiving funds under section 103. 
(15) 
REGISTERED
APPRENTICESHIP
PRO-
GRAM.—The term ‘‘registered apprenticeship pro-
gram’’ means an industry skills training program at 
the postsecondary level that combines technical and 
theoretical training through structured on-the-job 
learning with related instruction (in classrooms or 
through distance learning) while an individual is em-
ployed, working under the direction of qualified per-
sonnel or a mentor, and earning incremental wage 
increases aligned to enhanced job proficiency, result-
ing in the acquisition of a nationally recognized and 
portable certificate, under a plan approved by the 
Office of Apprenticeship or a State agency recog-
nized by the Department of Labor. 
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(16) SECONDARY
SCHOOL.—The term ‘‘sec-
ondary school’’ has the meaning given the term in 
section 9101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801). 
(17) STATE.—The term ‘‘State’’ means each of 
the several States, the District of Columbia, the 
Commonwealth of Puerto Rico, the United States 
Virgin Islands, Guam, American Samoa, and the 
Commonwealth of the Northern Mariana Islands. 
(18) STATE EDUCATIONAL AGENCY.—The term 
‘‘State educational agency’’ has the meaning given 
the term in section 9101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(19) STATE P–16 OR P–20 COUNCIL.—The term 
‘‘State P–16 or P–20 Council’’ means a body of 
public officials and public and private sector leaders 
that— 
(A) is established by a State executive 
order, statute, or voluntary agreement and may 
be regularly chaired or co-chaired by the Gov-
ernor of the State; 
(B) sets formal, aligned expectations for a 
seamless system of education from the earliest 
years of a child’s development through the kin-
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dergarten through grade 12 system and into 
and through postsecondary education; 
(C) acts as a venue for collaboration across 
early learning, including preschool (the ‘‘P’’) 
through the first 4 years of higher education 
(the ‘‘16’’) or through doctoral and professional 
schools (the ‘‘20’’); and 
(D) receives State, foundation, business, or 
other funding to carry out the body’s agenda. 
(20) STATE PARTNERSHIP.—The term ‘‘State 
partnership’’ means a State pathways partnership as 
established or appointed under section 101(b)(1). 
(21) 
STATE
WORKFORCE
INVESTMENT 
BOARD.—The term ‘‘State Workforce Investment 
Board’’ has the meaning given the term in section 
101 of the Workforce Investment Act of 1998 (29 
U.S.C. 2801). 
(22) WORK-BASED
EXPERIENCE.—The term 
‘‘work-based experience’’ means an activity for high 
school students, postsecondary students, or teachers 
that provides career knowledge, skills, and abilities, 
including job-shadowing and internships. 
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TITLE I—CAREER PATHWAYS 
GRANTS 
SEC. 101. STATE PARTNERSHIP PLANNING GRANTS. 
(a) GRANTS AUTHORIZED.— 
(1) IN GENERAL.—The Director is authorized 
to award planning grants to eligible State partner-
ships for the purpose of enabling the State partner-
ships to complete comprehensive planning to carry 
out activities establishing career pathways. 
(2) GRANT PERIOD.—A planning grant awarded 
under this section shall be for a period of not more 
than 1 year. 
(3) MAXIMUM
AMOUNT.—A planning grant 
awarded under this section may not be more than 
$250,000. 
(4) NONRENEWABILITY.—The Director shall 
not award a State partnership more than 1 planning 
grant under this section. 
(b) ELIGIBILITY.— 
(1) IN GENERAL.—An entity shall be a State 
pathways partnership for purposes of this Act if the 
entity— 
(A) has been established as the State path-
ways partnership by the Governor of a State 
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and is composed of the members described in 
paragraph (3); or 
(B) has been appointed by the Governor of 
a State as the State pathways partnership 
under paragraph (2). 
(2) APPOINTMENT
OF
ORGANIZATION.—The 
Governor may appoint an existing education, work-
force, or economic development organization, such as 
the State Workforce Investment Board, the State P– 
16 or P–20 Council, a joint labor-management part-
nership organization, or a business-education part-
nership, as the State pathways partnership for pur-
poses of this Act if the organization— 
(A) includes, or modifies the members of 
the organization to include, the representatives 
required under paragraph (3)(A); or 
(B) establishes a subcommittee that in-
cludes such representatives and uses such sub-
committee to carry out the duties of the State 
partnership under this Act. 
(3) PARTNERS.— 
(A) REQUIRED PARTNERS.—A State path-
ways partnership shall include a representative 
from each of the following: 
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(i) Public secondary education, who 
shall be the chief State school officer. 
(ii) A public 2-year institution of 
higher education. 
(iii) A public 4-year institution of 
higher education. 
(iv) A business and trade organiza-
tion. 
(v) An economic development entity. 
(vi) The State Workforce Investment 
Board. 
(vii) The State employment security 
agency. 
(viii) The recognized State federation 
of labor. 
(ix) A joint apprenticeship and train-
ing committee. 
(x) A labor organization that rep-
resents teachers. 
(xi) The State P–16 or P–20 Council, 
if such a council exists in the State. 
(B) OTHER PARTNERS.—A State pathways 
partnership may include other members, such 
as— 
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(i) 
additional 
representatives 
de-
scribed in subparagraph (A); 
(ii) additional representatives of pub-
lic secondary education, such as the chief 
State school officer responsible for career 
and technical education; or 
(iii) nontraditional participants, in-
cluding representatives from philanthropic 
organizations or members of regional part-
nerships. 
(4) STATE
AUTHORITY.—The Governor of a 
State receiving a planning grant under this section 
has the authority to appoint a fiscal and an adminis-
trative agent for the State partnership. 
(c) APPLICATION.— 
(1) IN GENERAL.—Each State partnership de-
siring a planning grant under this section shall sub-
mit an application to the Director at such time, in 
such manner, and accompanied by such information 
as the Director may reasonably require. 
(2) CONTENTS.—Each application submitted 
under this subsection shall— 
(A) describe the members of the State 
partnership; 
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(B) describe the activities for which assist-
ance under this section is sought; 
(C) describe proposed performance bench-
marks to be used to measure progress under 
the planning grant; 
(D) provide a budget for use of funds to 
complete required activities in section (d); and 
(E) provide such additional assurances and 
information as the Director determines to be es-
sential to ensure compliance with the require-
ments of this section. 
(3) PERFORMANCE
BENCHMARKS.—Before a 
State partnership receives a planning grant under 
this section, the State partnership and the Director 
shall jointly determine the performance benchmarks 
that shall be established for the purposes of the 
planning grant. 
(d) REQUIRED ACTIVITIES.—A State partnership re-
ceiving funds under this subsection shall carry out all of 
the following: 
(1) Analyze State labor market information in 
order to create career pathways and carry out the 
purposes of this Act. 
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(2) Identify and agree on State or regional high 
skill, high demand industries for the purposes of 
planning career pathways. 
(3) Identify existing Federal, State, and private 
resources for youth development and plan to lever-
age other existing Federal, State, and private re-
sources to strengthen partnerships and implementa-
tion grant activities. 
(4)(A) Provide a description of existing (as of 
the time of the application)— 
(i) State academic standards for secondary 
school graduation and industry standards; 
(ii) State requirements for secondary 
school graduation and entry requirements for 
postsecondary education; 
(iii) State policies or models for career and 
guidance counseling; and 
(iv) career pathway-related programs and 
activities for secondary school students, such as 
programs of study under the Carl D. Perkins 
Career and Technical Education Act of 2006 
(20 U.S.C. 2301 et seq.), or early college or 
dual enrollment programs. 
(B) A State partnership may use an already 
completed review of the information described in 
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subparagraph (A) that has been completed by the 
State P–16 or P–20 Council, or other entity recog-
nized by the State, if the review is not more than 
2 years old. If the review does not contain all of the 
information required in clauses (i) through (iv) of 
subparagraph (A), the State partnership shall com-
plete the missing components. 
(5) Plan for the alignment of State require-
ments for secondary school graduation and entry to 
postsecondary education. 
(6) Identify possible areas in which statewide 
teacher and administration professional development 
or teacher certification related to promising practices 
in career pathways will be needed and plan for such 
professional development. 
(7) Plan for and create a State partnership im-
plementation plan to submit to the Center. 
(8) Determine the criteria for selecting regional 
partnerships for implementation subgrants in ac-
cordance with section 102(e)(1), which— 
(A) will incorporate the concepts of career 
pathways and high skill, high demand indus-
tries; and 
(B) may incorporate criteria such as low 
graduation rates and low academic achievement 
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in the schools served by the regional partner-
ship. 
(e) MATCHING REQUIREMENT.—Each State partner-
ship receiving a planning grant under this section shall 
provide an amount, in cash or in-kind, that is not less 
than 15 percent of the amount of the grant, to carry out 
the activities supported by the grant. The matching re-
quirement under this subsection may be provided from 
funds available from other Federal, State, local, or private 
sources to carry out such activities. 
(f) REPORTING REQUIREMENT.—Not later than 1 
year after an eligible State partnership receives a planning 
grant under this section, the partnership shall submit a 
report to the Director on the State’s performance of the 
activities described in subsection (d). The report shall in-
clude— 
(1) a description of the use of funds, including 
matching funds required under subsection (e), to 
carry out required activities under subsection (d); 
and 
(2) a description of the progress of the State 
partnership in meeting the performance benchmarks 
under subsection (c)(3). 
SEC. 102. STATE PARTNERSHIP IMPLEMENTATION GRANTS. 
(a) GRANTS AUTHORIZED.— 
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(1) IN GENERAL.—The Director is authorized 
to award implementation grants, on a competitive 
basis, to eligible State partnerships described in sub-
section (c) to enable the State partnerships to estab-
lish or enhance career pathways. 
(2) GRANT PERIOD.—An implementation grant 
awarded under this section shall be for a period of 
not more than 5 years. 
(3) NONRENEWABILITY.— 
(A) IN GENERAL.—The Director shall not 
award a State partnership more than 1 imple-
mentation grant under this section except as 
provided in subparagraph (B). 
(B) EXCEPTION.—In cases where the Di-
rector determines that the State partnership is 
high performing and the activities supported by 
the State partnership warrant additional grant 
funding, the Director may continue to provide 
funding to a State partnership through a tran-
sition grant under section 104. 
(b) USE OF FUNDS.—An eligible State partnership 
that receives an implementation grant under this sec-
tion— 
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(1) may reserve not more than 20 percent of 
the grant funds to carry out the activities described 
in paragraphs (2) through (5) of subsection (e); and 
(2) shall use not less than 80 percent of the 
grant funds to make subgrants to regional partner-
ships in accordance with subsection (e)(1). 
(c) ELIGIBILITY.—To be eligible for an implementa-
tion grant under this section, a State partnership de-
scribed in section 101(b) shall have— 
(1) received a planning grant under section 101 
and completed all requirements of such grant; or 
(2) completed a satisfactory application, includ-
ing a plan to coordinate with required partners and 
complete the required activities described in section 
101(d) during the 5-year period of an implementa-
tion grant under this section. 
(3) STATE PARTNERSHIP AUTHORITY.—A State 
partnership receiving an implementation grant under 
this section shall appoint a fiscal and an administra-
tive agent for the implementation of such grant. 
(d) APPLICATION.— 
(1) IN GENERAL.—Each eligible State partner-
ship desiring an implementation grant under this 
section shall submit an application to the Director at 
such time, in such manner, and accompanied by 
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such information as the Director may reasonably re-
quire. 
(2) CONTENTS.—Each application submitted 
under this subsection shall include— 
(A) a description of the members of the 
State partnership; 
(B) a description of how the State partner-
ship completed the required activities described 
in section 101(d), if applicable; 
(C) a description of the activities for which 
assistance under this section is sought; 
(D) a description of how the State partner-
ship will coordinate with required partners and 
complete the required partnership activities de-
scribed in subsection (e) over the 5-year dura-
tion of an implementation grant awarded under 
this section; 
(E) a budget proposal of the cost of the 
activities supported by the implementation 
grant, and a timeline for the provision of the 
matching funds required under subsection (f); 
(F) proposed performance measures in ac-
cordance with section 302 to be used to assess 
and evaluate the progress of the career path-
ways activities of regional partnerships; 
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(G) a description of how the State partner-
ship will collect long-term aggregated data on 
students assisted under the implementation 
grant, in accordance with section 444 of the 
General Education Provisions Act (the Family 
Educational Rights and Privacy Act of 1974) 
(20 U.S.C. 1232g), for purposes of reporting 
progress in grant activities; and 
(H) such additional assurances as the Di-
rector determines to be essential to ensure com-
pliance with the requirements of this section. 
(e) REQUIRED ACTIVITIES.—An eligible State part-
nership receiving an implementation grant under this sec-
tion shall— 
(1) award subgrants to eligible regional part-
nerships in accordance with section 103; 
(2) develop and implement coherent, early, and 
sustained statewide academic and career guidance 
strategies linked to high skill, high demand indus-
tries; 
(3) collect data from regional partnerships on 
the performance measures selected by the partner-
ship and Director in accordance with section 302 for 
career pathways activities carried out by the regional 
partnerships; 
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(4) convene the State partnership members on 
a regular basis, and at least on a semiannual basis; 
(5) assist regional partnerships to create coher-
ent career pathways, including the provision of tech-
nical assistance and capacity building activities, such 
as the dissemination of best practices and tools with-
in the State; 
(6) provide any necessary statewide teacher and 
school administrator professional development re-
lated to career pathways and coordinate with exist-
ing professional development efforts or activities; 
(7) in consultation with regional partnerships, 
make recommendations on State and local policies to 
foster the development of career pathways for high 
school students; and 
(8) in coordination with regional partnerships, 
conduct ongoing studies to continuously improve ca-
reer pathways, including testing innovative ap-
proaches, within the State in order to achieve high 
level performance and to maximize coordination of 
the studies with the Center’s studies under title III. 
(f) MATCHING REQUIREMENT.— 
(1) IN GENERAL.—Each State partnership re-
ceiving an implementation grant under this section 
shall provide an amount, in cash or in-kind, that is 
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not less than 25 percent of the amount of the grant, 
to carry out the activities supported by the grant. 
The matching requirement under this subsection 
may be provided from funds available from other 
Federal, State, local, or private sources to carry out 
such activities. 
(2) TIMING OF MATCHING CONTRIBUTION.—An 
eligible State partnership may satisfy the matching 
requirement of an implementation grant awarded 
under this section at any time during the 5-year du-
ration of the grant, as specified in the budget pro-
posal that is submitted in the application process 
and approved by the Director. 
(g) REPORTING REQUIREMENT.—For each year of 
the grant period, each eligible State partnership receiving 
an implementation grant under this section shall submit 
a report to the Director on the State’s performance of the 
activities described in subsection (e). Each report shall in-
clude— 
(1) a description of the use of funds, including 
matched funds, to complete required activities under 
subsection (d); and 
(2) a description of the performance of the 
State partnership in meeting the performance meas-
ures under section 302. 
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SEC. 103. REGIONAL PARTNERSHIP SUBGRANTS. 
(a) IN GENERAL.—The administrative agent ap-
pointed under section 102(c)(3) by a State partnership re-
ceiving an implementation grant under such section shall, 
on behalf of the State partnership, award subgrants, on 
a competitive basis, to eligible regional partnerships to en-
able the eligible regional partnerships to establish or en-
hance career pathways. 
(b) ELIGIBILITY FOR SUBGRANTS.— 
(1) REQUIRED PARTNERS.—In order for a re-
gional area of a State served by a State partnership 
receiving an implementation grant under section 102 
to participate in the subgrant program under this 
section, the regional area shall form a regional path-
ways partnership that includes a representative from 
each of the following: 
(A) Public secondary education, who may 
be a representative of a local educational agen-
cy. 
(B) Postsecondary education, including 
public 2-year and 4-year postsecondary edu-
cation institutions. 
(C) A business or trade organization. 
(D) The local workforce board, as defined 
in section 101 of the Workforce Investment Act 
of 1998 (29 U.S.C. 2801). 
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(E) An economic development entity. 
(F) Local elected officials. 
(G) A central labor council. 
(H) A labor organization that represents 
teachers. 
(I) High school students and postsec-
ondary education students. 
(J) Parents or legal guardians of high 
school students and postsecondary education 
students. 
(K) A community-based organization that 
is relevant to career pathways. 
(2) OTHER PARTNERS.—A regional partnership 
may include other members, such as additional rep-
resentatives described in paragraph (1), representa-
tives of educational service agencies, or nontradi-
tional participants, including representatives from 
philanthropic organizations. 
(3) DESIGNATION.—A regional area may agree 
to designate an existing education, workforce, or eco-
nomic development organization such as a local 
workforce investment board, regional economic devel-
opment authority, joint labor management partner-
ship organization, or business-education partnership, 
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as the regional pathways partnership for purposes of 
this Act if the organization— 
(A) includes, or modifies the members of 
the organization to include, the representatives 
required under paragraph (1); or 
(B) establishes a subcommittee that in-
cludes such representatives and uses such sub-
committee to carry out the duties of the re-
gional partnership under this Act. 
(c) REGIONAL PARTNERSHIP AUTHORITY.—A re-
gional partnership shall choose an entity to be the fiscal 
agent and an entity to be the administrative agent for the 
subgrant funds received under this section. 
(d) APPLICATION FOR SUBGRANT.— 
(1) IN
GENERAL.—Each regional partnership 
desiring a subgrant under this section shall submit 
an application to the State partnership at such time, 
in such manner, and accompanied by such informa-
tion as the State partnership may reasonably re-
quire. 
(2) CONTENTS.—Each application submitted 
pursuant to this subsection shall include— 
(A) a description of the activities for which 
assistance under this section is sought, includ-
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ing activities to address the needs of at-risk 
youth; 
(B) proposed performance measures in ac-
cordance with section 302 to be used to assess 
and evaluate the progress of the career path-
ways activities under this section; 
(C) a budget for use of funds to complete 
the required activities in subsection (e); 
(D) a definition of the geographic bound-
aries of the region to be served by the career 
pathways initiatives, including whether the re-
gion is— 
(i) a local workforce investment area 
established under section 116 of the Work-
force Investment Act of 1998 (29 U.S.C. 
2831); 
(ii) an economic development area as 
defined by the State; or 
(iii) justified on other criteria, includ-
ing— 
(I) the alignment of labor market 
areas; 
(II) school districts and edu-
cation service agencies; 
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(III) postsecondary educational 
institutions and area career and tech-
nical schools; 
(IV) geographic distances; or 
(V) regional resources that are 
available to effectively administer the 
activities carried out under this sec-
tion; 
(E) a description of how meetings of the 
regional partnership will be convened on a reg-
ular basis; 
(F) an assurance that employers providing 
student work-based experiences will provide or 
arrange for the necessary liability coverage as 
determined by the participating secondary 
schools; and 
(G) such additional assurances as the 
State partnership determines to be essential to 
ensure compliance with the requirements of this 
section. 
(e) USE OF FUNDS.— 
(1) 
RESERVATION
OF
AMOUNTS.—Of 
the 
subgrant amount received by an eligible regional 
partnership under this section— 
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(A) not less than 85 percent of the 
subgrant funds shall be used to carry out the 
activities 
described 
in 
subparagraphs 
(A) 
through (D) of paragraph (2); and 
(B) a total of not more than 15 percent of 
the subgrant funds shall be spent to— 
(i) carry out the activities described in 
subparagraphs (E) through (G) of para-
graph (2); 
(ii) pay for the costs associated with 
the fiscal or administrative agent; or 
(iii) sustain the regional partnership. 
(2) REQUIRED
ACTIVITIES.—A regional part-
nership receiving a subgrant under this section shall 
use subgrant funds to— 
(A) establish or enhance career pathways 
for high school students in high skill, high de-
mand industries; 
(B) establish or designate an intermediary 
with demonstrated experience in working with 
schools serving high school students, postsec-
ondary education, and the workforce delivery 
system, and within the partnership area that 
shall under financial agreement with the re-
gional partnership— 
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(i) coordinate career pathways activi-
ties; 
(ii) conduct community outreach and 
informational activities related to career 
pathways; 
(iii) consider the needs of individual 
school districts in the regional partnership 
area; and 
(iv) identify academic and career 
counseling options and resources (such as 
the one-stop career center career services, 
including resources and services funded 
under the Wagner-Peyser Act (29 U.S.C. 
49 et seq.) to counsel students and the stu-
dents’ families in the development of ca-
reer pathways plans to ensure that stu-
dents’ course crediting and content re-
quirements for secondary school gradua-
tion and entrance into postsecondary edu-
cation are aligned and that shall have a 
ratio of students to counselors of not more 
than 1:150; and 
(v) develop work-based experiences for 
high school students and teachers; 
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(C) train and provide professional develop-
ment to individuals providing academic and ca-
reer counseling options in the area served by 
the regional partnership, or designate the inter-
mediary described in subparagraph (B) to pro-
vide such training and professional develop-
ment; 
(D) develop and implement a dropout re-
covery strategy for entry into career pathways 
for former high school students who have 
dropped out of school; 
(E) complete a community asset map or 
build upon an existing analysis of resources by 
workforce boards or other entities to identify 
those existing resources that can be leveraged 
in a region and the gaps that need to be ad-
dressed to strengthen connections between ef-
fective education and career success; 
(F) coordinate with existing support serv-
ices for students; and 
(G) track and report on the progress of the 
regional partnership in meeting performance 
goals negotiated with the State partnership. 
(f) OPTIONAL ACTIVITIES.—A regional partnership 
receiving a subgrant under this section may— 
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(1) provide funds for student fees and books 
and equipment fees associated with completing in-
dustry certification assessments or exams for Ad-
vanced Placement and International Baccalaureate 
courses for high school students who are at or below 
200 percent of the Federal poverty level line, in 
order to support a career pathway in a high skill, 
high demand industry for such students; 
(2) provide funds for costs associated with stu-
dent work-based experiences in high skill, high de-
mand industries, except that no such funds shall be 
used to pay wages; 
(3) create 1-to-1 mentorships between the most 
at-risk youth in a career pathway and responsible, 
supportive adults within the region as identified by 
the regional partnership; 
(4) assist students in identifying and com-
pleting financial aid applications for postsecondary 
education; and 
(5) provide funds to expand the scope of career 
services for career pathway students offered by one- 
stop centers within the region. 
(g) REPORTING REQUIREMENT.—For each year of 
the grant period, each eligible regional partnership receiv-
ing a subgrant under this section shall submit a report 
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to the State partnership on the partnership’s performance 
on the activities described in subsection (e). Each report 
shall include— 
(1) a description of the use of funds, including 
any matched funds, to complete the required activi-
ties under subsection (e); and 
(2) a description of the performance of the 
partnership in meeting the performance measures, 
as described in section 302 consistent with section 
444 of the General Education Provisions Act. 
SEC. 104. STATE PARTNERSHIP TRANSITION GRANTS. 
(a) GRANTS AUTHORIZED.— 
(1) IN GENERAL.—The Director is authorized 
to award transition grants, on a competitive basis, 
to eligible State partnerships described in subsection 
(b) to enable the State partnerships to continue suc-
cessful career pathways programs, while increasing 
State and regional investment and gradually de-
creasing Federal funds. 
(2) GRANT PERIOD.—A transition grant award-
ed under this section shall be for a period of not 
more than 3 years. 
(3) NONRENEWABILITY.—The Director shall 
not award a State partnership more than 1 transi-
tion grant under this section. 
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(b) ELIGIBILITY.—To be eligible for a transition 
grant under this section, a State partnership shall have 
received an implementation grant under section 102 and 
satisfactorily completed all requirements of such grant. 
(c) APPLICATION.— 
(1) IN GENERAL.—Each eligible State partner-
ship desiring a transition grant under this section 
shall submit an application to the Director at such 
time, in such manner, and accompanied by such in-
formation as the Director may reasonably require. 
(2) CONTENTS.—Each application submitted 
under this subsection shall provide— 
(A) a description of the activities for which 
assistance under this section is sought; 
(B) a description of how the State partner-
ship has made progress on the activities de-
scribed in section 102(e); 
(C) description of how the State partner-
ship will coordinate with required partners and 
complete the required partnership activities de-
scribed in subsection (d) over the duration of a 
grant awarded under this section; 
(D) a budget proposal of the cost of the 
activities supported by the transition grant, and 
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a timeline for the provision of the matching 
funds required under subsection (e); 
(E) proposed performance measures in ac-
cordance with section 302 to be used to assess 
and evaluate the progress of the activities of 
State partnerships under this section; and 
(F) such additional assurances as the Di-
rector determines to be essential to ensure com-
pliance with the requirements of this section. 
(d) ACTIVITIES.—A State partnership receiving a 
transition grant under this section— 
(1) shall use grant funds to continue the activi-
ties required under section 102(e); and 
(2) may use grant funds to expand career ex-
ploration and guidance activities to students in 
grades lower than grade 9, with priority given to 
serving such students who are at risk of failure to 
graduate, based on indicators for middle school stu-
dents predictive of whether or not a student is on 
track to graduate from secondary school with a reg-
ular diploma. 
(e) MATCHING REQUIREMENT.— 
(1) IN GENERAL.—Each State partnership re-
ceiving a transition grant under this section shall 
provide, from funds available from other Federal, 
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(2) a description of the performance of the 
State partnership in meeting the performance meas-
ures, as described in section 302. 
TITLE 
II—CAREER 
PATHWAYS 
PARTNERSHIP 
SUPPLE-
MENTAL GRANTS 
SEC. 201. STATE PARTNERSHIP SUPPLEMENTAL GRANTS 
PROGRAM AUTHORIZED. 
(a) PURPOSES.—The purposes of this title are— 
(1) to enhance the capacity of States and re-
gions to offer career pathways to high school stu-
dents; 
(2) to enhance one-stop career services for 
youth to more effectively provide career exploration 
and guidance services to high school students and 
postsecondary students; and 
(3) to increase the number of registered ap-
prenticeship programs in high skill, high demand in-
dustries. 
(b) GRANTS AUTHORIZED.—The Director is author-
ized to award, on a competitive basis, supplemental grants 
described in section 202 to States to enable the States 
to carry out the activities described in such section. 
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(c) DURATION OF GRANT.—Each eligible State re-
ceiving a grant under this title shall use the grant funds 
within a 5-year period, as designated by the Director. 
(d) NONRENEWABILITY.—An eligible State may not 
receive more than 1 grant under each subsection of section 
202. 
SEC. 202. TYPES OF SUPPLEMENTAL GRANTS. 
(a) CAREER PATHWAYS CURRICULUM DEVELOP-
MENT GRANTS.— 
(1) PURPOSES.—The purposes of a grant under 
this subsection are— 
(A) to increase the number of innovative, 
high quality, rigorous, engaging, and relevant 
career pathways curricula available for the pur-
pose of instructing high school students through 
the development of new, or enhancement of ex-
isting, model courses of study focused on high 
skill, high demand industries; 
(B) to support the development of career 
pathways curricula that develop and reinforce 
reading and mathematics skills for high school 
students, including through the real world ap-
plication of academics; and 
(C) to establish teacher training processes 
that will provide effective professional develop-
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ment in the application of each career pathways 
course sequence assisted under this subsection. 
(2) APPLICATIONS.— 
(A) IN
GENERAL.—The Governor of a 
State, in partnership with the State partnership 
serving the State, may submit an application 
for a curriculum grant under this subsection to 
the Director at such time, in such manner, and 
containing such information as the Director 
may require. 
(B) PEER
REVIEW.—Applications for a 
curriculum grant under this subsection shall be 
peer reviewed by a panel of experts in cur-
riculum development, career pathways or career 
and technical education, and workforce develop-
ment and industry. 
(C) CONTENTS.—Each application sub-
mitted under this paragraph shall— 
(i) be submitted during the period 
that the State partnership serving the 
State is receiving an implementation grant 
under section 102; 
(ii) demonstrate a need for the cur-
riculum grant; 
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(iii) describe the activities for which 
assistance under this subsection is sought, 
including— 
(I) how the applicant will carry 
out the activities described in para-
graph (4); 
(II) how the applicant will in-
clude the industry standards of the 
relevant industries in the development 
of the curriculum; 
(III) how the applicant will col-
laborate with and incorporate input 
from representatives from the State 
partnership members in the develop-
ment of the curriculum; and 
(IV) the research or evidence 
that supports the key curriculum 
theories and activities of the proposed 
career pathways curriculum; 
(iv) include a budget of the cost of the 
project and a time-line for the provision of 
the matching funds required under para-
graph (6); 
(v) include a description of the per-
formance benchmarks to be used to meas-
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ure the development, implementation, dis-
tribution, and professional development 
concerning career pathways curriculum; 
(vi) provide an assurance that cur-
ricula and other products or materials de-
veloped under this Act will be made avail-
able to the Center for distribution; and 
(vii) provide such additional assur-
ances as the Director determines to be es-
sential to ensure compliance with the re-
quirements of this title. 
(3) FISCAL AND ADMINISTRATION AGENT.—The 
Governor of a State receiving a curriculum grant 
under this subsection shall appoint the State edu-
cational agency to serve as the fiscal agent and ad-
minister the grant funds. 
(4) REQUIRED ACTIVITIES.—A State receiving 
a curriculum grant under this subsection shall use 
the grant funds— 
(A) to develop a curriculum with industry 
engagement that— 
(i) provides a logical sequence of inte-
grated 
academic 
and 
career-related 
coursework focused on a specific high skill, 
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high demand industry and meets regional 
or national workforce needs; 
(ii) incorporates rigorous academic 
content from core academic subjects, as 
defined in section 9101 of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 7801), in a majority of the courses 
within each curricular sequence of study, 
so that a majority of courses are eligible 
for academic credit, and links the material 
in each course to State academic content 
standards; 
(iii) provides academic rigor to career 
pathways courses; 
(iv) emphasizes the development of 
communication skills, such as reading, 
writing, speaking, mathematic, and science 
skills across all courses and provides for 
the development of work readiness skills 
and 21st century work skills, including 
problem 
solving 
skills, 
communication 
skills, analytic skills, time management, 
teamwork, and technological prowess; 
(v) provides knowledge of all aspects 
of an industry; 
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(vi) uses best practices within cur-
riculum development theory, including rig-
orous standards, higher order thinking 
skills, real world applications, project-based 
learning, contextual learning, and other 
practices; 
(vii) incorporates opportunities for 
work-based experience within each career 
pathways course sequence; and 
(viii) prepares high school students 
for postsecondary education and skills de-
velopment programs; 
(B) to create curriculum materials and in-
structional resources that will support the 
teaching and learning of the career pathways 
curriculum developed under this subsection; and 
(C) to develop a statewide teacher profes-
sional development implementation plan that 
will describe the model of professional develop-
ment used for teacher training, including 
courses that will increase the capacity of teach-
ers to effectively implement the career pathways 
curriculum developed under this subsection, and 
a description of the costs of such a program. 
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(5) OPTIONAL USE OF FUNDS.—In addition to 
the required activities under subsection (g), a State 
receiving a grant under this subsection may use the 
grant funds— 
(A) to create career and technical edu-
cation course sequences that lead to an industry 
certificate; 
(B) to develop and include transitional 
mathematics and reading courses for students 
who struggle to meet the academic require-
ments necessary to enter and successfully com-
plete postsecondary education or workforce de-
velopment; or 
(C) to provide options for high school stu-
dents to concurrently earn college credit 
through establishing college course articulation 
agreements. 
(6) MATCHING
REQUIREMENT.—Each State 
partnership receiving a curriculum grant under this 
subsection shall provide an amount, in cash or in- 
kind, that is not less than 25 percent of the amount 
of the grant, to carry out the activities supported by 
the grant. The matching requirement under this 
subsection may be provided from funds available 
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from other Federal, State, local, or private sources 
to carry out such activities. 
(7) EVALUATION
AND
REPORTING
REQUIRE-
MENT.—Each State partnership in a State receiving 
a curriculum grant under this subsection shall annu-
ally report to the Director regarding— 
(A) the progress made on the activities de-
scribed in paragraph (4), including the progress 
made in the development and distribution of the 
career pathways curriculum assisted through 
the grant; 
(B) the data and information gathered to 
benchmark appropriate outcomes of the cur-
riculum development, implementation, distribu-
tion, and professional development, which may 
include student outcomes; 
(C) the use of grant funds, including 
matched funds, by the State; and 
(D) the State’s progress on the perform-
ance benchmarks described in paragraph (2)(C) 
that are established with the agreement of the 
Director. 
(8) RULE OF CONSTRUCTION.—Nothing in this 
section shall be construed to authorize an officer or 
employee of the Federal Government to mandate, di-
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rect, or control a State’s, local educational agency’s, 
or school’s specific instructional content, academic 
achievement standards or assessments, curriculum, 
or program of instruction. 
(b) CAREER PATHWAYS CAPACITY EXPANSION AND 
MODERNIZATION GRANTS.— 
(1) PURPOSE.—The purpose of this subsection 
is to enable States to better prepare students for 
postsecondary education and careers in State and re-
gional high skill, high demand industries by pro-
viding eligible States with grants in order to expand, 
enhance, and modernize school facilities and equip-
ment to reflect the requirements of State and re-
gional high skill, high demand industries. 
(2) DEFINITION OF QUALIFYING REGION.—In 
this subsection, the term ‘‘qualifying region’’ means 
a region of a State that has a regional partnership 
that has— 
(A) previously received a partnership im-
plementation subgrant under section 103; and 
(B) a low graduation rate, compared to the 
State average, or a high percentage of at-risk 
youth, compared to the State average. 
(3) APPLICATION.— 
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(A) IN GENERAL.—A Governor of a State, 
in partnership with the State partnership serv-
ing the State, desiring an expansion and mod-
ernization grant under this section shall submit 
an application to the Director at such time, in 
such manner, and accompanied by such infor-
mation as the Director may reasonably require. 
(B) CONTENTS.—Each application sub-
mitted under subparagraph (A) shall— 
(i) be submitted during the period 
that the State partnership serving the 
State is receiving an implementation grant 
under section 102; 
(ii) demonstrate a need for the expan-
sion, enhancement, or modernization of ex-
isting facilities or equipment as of the date 
of the application, in qualifying regions; 
(iii) describe the activities for which 
assistance under this subsection is sought; 
(iv) describe creative arrangements to 
maximize the use of the facilities and 
equipment that are expanded, enhanced, or 
modernized with grant funds under this 
subsection, by sharing the facilities and 
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equipment with other schools or postsec-
ondary programs; 
(v) include a budget of the cost of the 
project and a timeline for the provision of 
the matching funds required under para-
graph (6); 
(vi) describe the performance bench-
marks to be used to measure the State’s 
progress in implementing a grant under 
this subsection; and 
(vii) provide such additional assur-
ances as the Director determines to be es-
sential to ensure compliance with the re-
quirements of this title. 
(4) FISCAL AND ADMINISTRATION AGENT.—The 
Governor of a State receiving an expansion and 
modernization grant under this subsection shall ap-
point the State facilities authority or State agency 
responsible for school construction and renovation to 
serve as the fiscal agent and administer the grant 
funds. 
(5) REQUIRED ACTIVITIES.—A State receiving 
an expansion and modernization grant under this 
subsection shall use the grant funds to— 
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(A) make necessary expansions or enhance-
ments to existing facilities in qualifying regions; 
and 
(B) modernize equipment essential to in-
struction within the career pathways cur-
riculum. 
(6) NON-FEDERAL FUNDS MATCHING REQUIRE-
MENT.—Each State partnership receiving an expan-
sion and modernization grant under this subsection 
shall provide, from non-Federal sources, an amount 
that is not less than 50 percent of the amount of the 
grant, to carry out the activities supported by the 
grant. The matching requirement under this para-
graph may be provided in cash or in-kind. 
(7) EVALUATION
AND
REPORTING
REQUIRE-
MENTS.—Each State partnership in a State receiv-
ing an expansion and modernization grant under 
this subsection shall annually submit a report to the 
Director regarding— 
(A) the State’s progress made on the ac-
tivities described in paragraph (5); 
(B) the use of grant funds by the State; 
and 
(C) the State’s progress on the perform-
ance benchmarks described in paragraph (3)(B) 
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that are established with the agreement of the 
Director. 
(c) REGISTERED APPRENTICESHIP GRANTS IN HIGH 
SKILL, HIGH DEMAND INDUSTRIES.— 
(1) PURPOSE.—The purpose of this subsection 
is to enable States to expand or create registered ap-
prenticeship programs in high skill, high demand in-
dustries. 
(2) APPLICATION.— 
(A) IN GENERAL.—The Governor, in part-
nership with the State partnership serving the 
State, may submit an application for an ap-
prenticeship grant under this subsection to the 
Director at such time, in such manner, and 
containing such information as the Director 
may require. 
(B) CONTENTS.—Each application sub-
mitted under subparagraph (A) shall— 
(i) be submitted during the period 
that the State partnership serving the 
State is receiving an implementation grant 
under section 102; 
(ii) demonstrate a need for creation or 
expansion of registered apprenticeship pro-
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grams in high skill, high demand indus-
tries; 
(iii) describe the activities for which 
assistance under this subsection is sought; 
(iv) describe the performance bench-
marks to be used to measure the develop-
ment, implementation, and distribution 
concerning registered apprenticeship pro-
grams; 
(v) include a budget of the cost of the 
project and a time line for the provision of 
the matching funds required under para-
graph (5); and 
(vi) provide such additional assur-
ances as the Director determines to be es-
sential to ensure compliance with the re-
quirements of this title. 
(3) FISCAL AND ADMINISTRATION AGENT.—In 
the case of a State receiving an apprenticeship grant 
under this subsection— 
(A) that has a State apprenticeship council 
recognized by the Department of Labor, the 
State apprenticeship council administrative 
agency shall serve as the fiscal agent and ad-
minister the grant funds; or 
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(B) where the Office of Apprenticeship of 
the Department of Labor administers the reg-
istered apprenticeship program, the Governor of 
the State shall appoint the appropriate State 
agency to serve as the fiscal agent and admin-
ister the grant funds. 
(4) REQUIRED ACTIVITIES.—An eligible State 
receiving an apprenticeship grant under this sub-
section shall use the grant funds for activities nec-
essary to create or expand registered apprenticeship 
programs in high skill, high demand industries, in-
cluding— 
(A) developing and administering a new or 
enhancing an existing registered apprenticeship 
program in a high skill, high demand industry 
as identified by the State; 
(B) registering the apprenticeship program 
with the Department of Labor; 
(C) providing or arranging for equipment 
necessary for training in the registered appren-
ticeship program; 
(D) developing skills-based theoretical and 
technical classroom and on-the-job curricula; 
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(E) identifying and training, as appro-
priate, instructors for the registered apprentice-
ship program; and 
(F) conducting outreach and marketing 
about the registered apprenticeship program to 
interested stakeholders, including secondary 
schools serving high school students. 
(5) PROHIBITED USE.—A State partnership re-
ceiving an apprenticeship grant under this sub-
section shall not use any Federal funds provided 
under the grant to pay wages or provide benefits to 
workers. 
(6) NON-FEDERAL FUNDS MATCHING REQUIRE-
MENT.—Each State partnership receiving an ap-
prenticeship grant under this subsection shall pro-
vide, from non-Federal sources, an amount that is 
not less than 25 percent of the amount of the grant, 
to carry out the activities supported by the grant. 
The matching requirement under this paragraph 
may be provided in cash or in-kind. 
(7) EVALUATION
AND
REPORTING
REQUIRE-
MENT.—Each State partnership in a State receiving 
an apprenticeship grant under this subsection shall 
annually submit a report to the Director regard-
ing— 
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(A) the progress made on the activities de-
scribed in paragraph (4); 
(B) the use of grant funds, including 
matched funds, by the State; and 
(C) the State’s progress on the perform-
ance benchmarks described in paragraph (2)(B) 
that are established with the agreement of the 
Director. 
(d) YOUTH ONE-STOP CAREER SERVICES ENHANCE-
MENT GRANT.— 
(1) PURPOSE.—The purpose of this subsection 
is to enable States to make career services available 
through one-stop centers— 
(A) more welcoming and user-friendly for 
secondary school students; and 
(B) more accessible to such students while 
in school. 
(2) APPLICATION.— 
(A) IN
GENERAL.—The Governor of a 
State, in partnership with the State partnership 
serving the State, may submit an application 
for a career services enhancement grant under 
this subsection to the Director at such time, in 
such manner, and containing such information 
as the Director may require. 
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(B) CONTENTS.—Each application sub-
mitted under subparagraph (A) shall— 
(i) be submitted during the period 
that the State partnership serving the 
State is receiving an implementation grant 
under section 102; 
(ii) demonstrate a need for the en-
hancement or expansion of one-stop career 
guidance and exploration services for high 
school students; 
(iii) describe the activities for which 
assistance under this subsection is sought; 
(iv) describe the performance bench-
marks to be used to measure the State’s 
progress in implementing a grant under 
this subsection; 
(v) include a budget of the cost of the 
project and a time-line for the provision of 
the matching funds required under para-
graph (5); and 
(vi) provide such additional assur-
ances as the Director determines to be es-
sential to ensure compliance with the re-
quirements of this subsection. 
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(3) FISCAL AND ADMINISTRATION AGENT.—The 
Governor of a State receiving a career services en-
hancement grant under this subsection shall appoint 
the State Workforce Investment Board or the State 
workforce administrative entity as the fiscal agent 
and the entity responsible for administering the 
grant. The State Workforce Investment Board shall 
give preference for resources available under this 
grant to one-stop centers in regions with regional 
partnerships receiving a subgrant under section 103. 
(4) REQUIRED ACTIVITIES.—A State receiving 
a career services enhancement grant under this sub-
section shall use the grant funds to expand or en-
hance career guidance and exploration services for 
students provided through one-stop centers, includ-
ing resources funded under the Wagner-Peyser Act 
(29 U.S.C. 49 et seq.), by— 
(A) enhancing services for students partici-
pating in career pathways, such as enhancing— 
(i) job search and placement assist-
ance and, as appropriate, career coun-
seling; 
(ii) the provision of employment sta-
tistics information, including the provision 
of accurate information related to local, re-
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gional, and national labor market areas, 
which may include— 
(I) job vacancy listings in the 
labor market area; 
(II) information on the job skills 
necessary to obtain those jobs; and 
(III) information related to local 
occupations in demand and the earn-
ings and skill requirements of such oc-
cupations; 
(iii) the provision of performance in-
formation and program cost information 
on eligible providers of training described 
in section 122 of the Workforce Invest-
ment Act of 1998 (29 U.S.C. 2842); 
(iv) comprehensive and specialized as-
sessments of skill levels and development 
of plans to identify and attain career goals; 
(v) individual counseling and career 
planning; and 
(vi) short-term prevocational services, 
such as the development of learning skills, 
presentation skills, resume writing skills, 
interviewing skills, punctuality, and profes-
sional conduct, among others, to prepare 
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individuals for unsubsidized employment; 
or 
(B) providing one-stop center career serv-
ices in proximity to high school students, sub-
ject to the requirements of section 134(c) of the 
Workforce Investment Act of 1998 (29 U.S.C. 
2864(c)). 
(5) MATCHING
REQUIREMENT.—Each State 
partnership receiving a career services enhancement 
grant under this subsection shall provide an amount, 
in cash or in-kind, that is not less than 50 percent 
of the amount of the grant, to carry out the activi-
ties supported by the grant. The matching require-
ment under this subsection may be provided from 
funds available from other Federal, State, local, or 
private sources to carry out such activities. 
(6) EVALUATION
AND
REPORTING
REQUIRE-
MENT.—Each eligible State partnership in a State 
receiving a career services enhancement grant under 
this subsection shall submit a report to the Director 
regarding— 
(A) the progress made on the activities de-
scribed in paragraph (4); 
(B) the use of grant funds, including 
matched funds, by the State partnership; and 
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(C) the State’s progress on the perform-
ance benchmarks described in paragraph (2)(B) 
that are established with the agreement of the 
Director. 
TITLE III—GENERAL 
PROVISIONS 
SEC. 301. ESTABLISHMENT OF THE NATIONAL ACADEMIC 
AND CAREER INNOVATION CENTER. 
(a) PURPOSE.—The purpose of this section is to es-
tablish a National Academic and Career Innovation Center 
that— 
(1) encourages innovations to address the con-
stant changes in the highly competitive global econ-
omy; 
(2) serves as a national resource for State part-
nerships and regional partnerships in the United 
States by— 
(A) disseminating information on research 
and best practices regarding the development of 
career pathways; 
(B) disseminating demonstrated curricula 
developed by States; and 
(C) supporting the efforts of State partner-
ships and regional partnerships to offer career 
pathways of proven effectiveness; 
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(3) designs and conducts performance evalua-
tions of career pathways activities, to determine 
whether the short- and long-term goals of the activi-
ties are being met; and 
(4) administers, oversees, and evaluates all ca-
reer pathways grants. 
(b) ESTABLISHMENT.— 
(1) IN GENERAL.—There is established the Na-
tional Academic and Career Innovation Center, 
which shall be administered under the terms of an 
interagency agreement entered into by the Secretary 
of Education, the Secretary of Labor, and the Sec-
retary of Commerce (in this section referred to as 
the ‘‘Interagency Group’’). 
(2) OFFICES.—The Center shall have offices 
separate from the offices of the Department of Edu-
cation, the Department of Labor, and the Depart-
ment of Commerce. 
(3) 
RECOMMENDATIONS.—The 
Interagency 
Group shall consider the recommendations of the 
Board, established under subsection (d), in planning 
the goals of the Center and in implementing any 
programs to achieve such goals. 
(c) DUTIES.— 
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(1) IN GENERAL.—In order to serve as a na-
tional resource for States and regions creating and 
implementing career pathways in the United States, 
the Center is authorized— 
(A) to administer and oversee grants and 
contracts under this Act; 
(B) to conduct evaluations and research in 
accordance with section 303 to determine the 
effectiveness of the career pathways initiative 
under this Act; 
(C) to make findings as to whether the 
goals of the career pathways initiatives under 
this Act have been met by the grant programs 
created under this Act; 
(D) to work with State partnerships and 
regional partnerships to develop performance 
measures, in accordance with section 302, to 
determine whether the short- and long-term 
goals of the activities being funded by the ca-
reer pathways grants described in this Act are 
being met; 
(E) to advise Congress and the Depart-
ments of Labor, Education, and Commerce on 
the development and continuous improvement 
of career pathways; 
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(F) to communicate and coordinate with 
the Departments of Labor, Education, and 
Commerce on related activities administered by 
one or more of the Departments; and 
(G) to disseminate information, through 
online and other resources that are easily acces-
sible, that shall— 
(i) consist of— 
(I) model career pathways cur-
ricula developed under section 202(a); 
and 
(II) proven best practices and ca-
reer resources, including multi-media 
information and products identified by 
the Center, other entities, and reposi-
tories of information; and 
(ii) facilitate the ability of secondary 
schools serving high school students or 
other educational entities to access and im-
plement model career pathways curricula if 
the schools or entities so choose. 
(2) GRANTS
AND
CONTRACTS.—The Center 
may award grants to, or enter into contracts or co-
operative agreements with, individuals, public or pri-
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vate institutions, agencies, or organizations, to carry 
out the activities of the Center. 
(3) DISCLOSURES.—The Center shall publicly 
disclose, through an easily accessible website, the 
Center’s justification for the Center’s decision to ap-
prove or reject each application for a grant under 
this Act and, in the case of an application that is 
approved, the amount of the grant awarded. 
(4) PROHIBITION ON REQUIRED USE OF A CUR-
RICULUM.—The Director shall not— 
(A) use online resources supported under 
this section to develop a national curriculum; or 
(B) require States to use any model career 
pathways curriculum included in the online re-
sources. 
(d) NATIONAL ACADEMIC AND CAREER INNOVATION 
CENTER BOARD.— 
(1) ESTABLISHMENT.— 
(A) IN GENERAL.—There shall be a Na-
tional Academic and Career Innovation Center 
Board, which shall consist of 15 individuals ap-
pointed by the President with the advice and 
consent of the Senate. 
(B) COMPOSITION.—The Board shall be 
comprised of individuals who are not otherwise 
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officers or employees of the Federal Govern-
ment and who are representative of— 
(i) public secondary education; 
(ii) public postsecondary education, 
including 2-year and 4-year institutions of 
higher education; 
(iii) businesses and trade organiza-
tions that demonstrate an interest in ca-
reer pathways; 
(iv) high school students or postsec-
ondary students, including at-risk youth; 
(v) workforce development; 
(vi) economic development; 
(vii) State and local governments; 
(viii) parents or legal guardians of 
students; and 
(ix) labor organizations. 
(2) DUTIES.—The Board shall— 
(A) make recommendations concerning the 
appointment of the Director and staff of the 
Center; 
(B) advise the Center and the Interagency 
Group on a vision of career pathways that— 
(i) create opportunities for high school 
students to make successful transitions to 
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postsecondary education and employment 
and improve the long-term economic pros-
perity for themselves and their families; 
and 
(ii) play an integral part in the larger 
workforce and economic development sys-
tems; 
(C) provide independent advice on the op-
eration of the Center; and 
(D) receive reports from the Interagency 
Group and the Director. 
(3) APPOINTMENTS.— 
(A) IN GENERAL.—Each member of the 
Board shall be appointed for a term of 5 years, 
except that the initial terms for members may 
be 1, 2, or 3 years in order to establish a rota-
tion in which 1⁄3 of the members are selected in 
each of the first 3 years of a 5-year cycle. 
(B) TERM LIMIT.—Any such member may 
be appointed for not more than 1 full term. 
(C) VACANCIES.—Any vacancy in the 
Board shall not affect the powers of the Board, 
but shall be filled in the same manner as the 
original appointment. 
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(D) ELECTION OF OFFICERS.—The Board 
shall elect a Chairperson and Vice Chairperson 
of the Board from among the members of the 
Board. 
(E) MEETINGS.—The Board shall meet at 
the call of the Chairperson or a majority of the 
members of the Board. 
(e) DIRECTOR.—The Board, after considering rec-
ommendations made by the Interagency Group, shall ap-
point and fix the pay of a Director. 
(f) GIFTS, BEQUESTS, AND DEVISES.— 
(1) IN GENERAL.—The Center may accept, ad-
minister, and use for the purposes of the Center 
gifts or donations of services, money, or property, 
whether real or personal, tangible or intangible. 
(2) RULES.—The Board shall establish written 
rules setting forth the criteria to be used by the 
Center in determining whether the acceptance of 
contributions of services, money, or property whether 
real or personal, tangible or intangible, would reflect 
unfavorably upon the ability of the Center or any 
employee to carry out the responsibilities of the Cen-
ter or employee, or official duties, in a fair and ob-
jective manner, or would compromise the integrity or 
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the appearance of the integrity of the Center’s pro-
grams or any official involved in those programs. 
(g) FUNDING.—Any amounts appropriated to the 
Secretary of Education, the Secretary of Labor, the Sec-
retary of Commerce, or the head of any other department 
that participates in the Center, for the purposes that the 
Center is authorized to perform under this Act, may be 
provided to the Center for such purposes. 
SEC. 302. ACCOUNTABILITY AND PERFORMANCE MEASURE-
MENT. 
(a) PURPOSE.—The purpose of this section is to es-
tablish an accountability system, comprised of the activi-
ties described in this section, in order to— 
(1) assess the effectiveness of State and re-
gional activities assisted under this Act to help high 
school students successfully transition from sec-
ondary school to postsecondary education and em-
ployment primarily in high skill, high demand indus-
tries by acquiring the skills and knowledge that lead 
to long-term career success; 
(2) improve the State and regional career path-
ways activities assisted under this Act; 
(3) assess the effectiveness of State and re-
gional career pathways activities in creating a highly 
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skilled and agile workforce that meets 21st century 
skill demands; 
(4) maximize the return on investment of Fed-
eral funds in State and regional career pathways ac-
tivities assisted under this Act; and 
(5) assess the effectiveness of State and re-
gional career pathways in connecting efforts in edu-
cation, economic, and workforce development. 
(b) PERFORMANCE MEASURES.— 
(1) IN GENERAL.—For each State partnership 
and regional partnership, performance measures 
shall consist of the indicators of performance de-
scribed in paragraph (2) and the level of perform-
ance described in paragraph (3). 
(2) INDICATORS OF PERFORMANCE.—The indi-
cators of performance shall consist of the following: 
(A) INTERIM INDICATORS.— 
(i) Student participation in a career 
pathway. 
(ii) Student attainment of a secondary 
school diploma, disaggregated by the sub-
groups 
described 
in 
section 
1111(b)(2)(C)(v)(II) of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(2)(C)(v)(II)). 
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(iii) Student participation in a career 
pathway and attainment of a secondary 
school diploma, disaggregated by the sub-
groups 
described 
in 
such 
section 
1111(b)(2)(C)(v)(II). 
(B) TRANSITIONAL INDICATORS.— 
(i) Student acquisition of a secondary 
school diploma and entrance into postsec-
ondary education or employment. 
(ii) Student acquisition of a secondary 
school diploma and entrance into postsec-
ondary education or employment related to 
a high skill, high demand industry. 
(iii) Attainment of 1 or more recog-
nized credentials, which may include a cer-
tificate, license, journey-status card, or as-
sociate degree or baccalaureate degree. 
(iv) Attainment of 1 or more recog-
nized credentials, which may include a cer-
tificate, license, journey-status card, or as-
sociate degree or baccalaureate degree re-
lated to a high skill, high demand industry. 
(C) LONG-TERM INDICATORS.— 
(i) Employment of individuals who 
participated in a career pathway and at-
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tained a secondary school diploma or a cre-
dential. 
(ii) Employment of individuals who 
participated in a career pathway and at-
tained a secondary school diploma or a cre-
dential related to a high skill, high demand 
industry. 
(iii) The initial wage or salary level of 
individuals who participated in a career 
pathway and attained a secondary school 
diploma. 
(iv) The initial wage or salary level of 
individuals who participated in a career 
pathway and attained a secondary school 
diploma and a credential. 
(D) ADDITIONAL
INDICATORS.—A State 
partnership may identify in the State imple-
mentation application additional indicators that 
regional partnerships receiving a subgrant from 
the State partnership shall use to evaluate ca-
reer pathways activities supported by the 
subgrant. 
(3) LEVEL OF PERFORMANCE.—For each indi-
cator of performance, there shall be a level of per-
formance expressed in objective, quantifiable, and 
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measurable form and in a way to show the progress 
of the State toward continuously improving perform-
ance. 
(4) STATE PERFORMANCE MEASURES.— 
(A) IN GENERAL.—Each State partnership 
that receives an implementation grant under 
section 102 or a transition grant under section 
104 shall reach agreement with the Director on 
the performance measures for the years covered 
by the implementation grant or the transition 
grant as a condition of receiving the grant. The 
performance measures shall take into account 
the State’s economic conditions, student charac-
teristics, graduation rates, and the activities or 
services provided supported by the grants. 
(B) ADJUSTMENTS.—If unanticipated cir-
cumstances arise in a State resulting in a sig-
nificant change in the State’s economic condi-
tions, student characteristics, secondary school 
graduation rates, or activities or services pro-
vided, the State partnership Governor may re-
quest that the Director adjust the level of per-
formance for the State. 
(5) REGIONAL PERFORMANCE MEASURES.— 
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(A) IN GENERAL.—Each regional partner-
ship that receives a career pathways subgrant 
under section 103 shall reach agreement with 
the State partnership on the regional levels of 
performance for each core indicator and any ad-
ditional indicators that the State partnership 
may establish in accordance with this sub-
section for the years covered by the grant as a 
condition of receiving the subgrant. The per-
formance measures shall take into account the 
economic conditions, student characteristics, 
graduation rates, and activities or services pro-
vided within the region. 
(B) ADJUSTMENTS.—If unanticipated cir-
cumstances arise in a region, resulting in a sig-
nificant change in the economic conditions, stu-
dent characteristics, graduation rates, or activi-
ties or services provided, the regional partner-
ship may request that the State partnership ad-
just the level of performance. 
(6) CALCULATION RULES.— 
(A) 
WAGE
RECORDS.—In 
measuring 
progress in labor market-related core indicators, 
a State partnership or regional partnership 
shall use wage records, consistent with State 
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