HR 5587 RDS
‘‘(34) PAY
FOR
SUCCESS
INITIATIVE.—The 
term ‘pay for success initiative’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801), except that such term does not include an 
initiative that— 
‘‘(A) reduces the special education or re-
lated services that a student would otherwise 
receive under the Individuals with Disabilities 
Education Act (20 U.S.C. 1400 et seq.); or 
‘‘(B) otherwise reduces the rights of a stu-
dent or the obligations of an entity under the 
Individuals with Disabilities Education Act (20 
U.S.C. 1400 et seq.), 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) by inserting after paragraph (35) (as so 
redesignated by paragraph (2)) the following: 
‘‘(36) PROGRAM
OF
STUDY.—The term ‘pro-
gram of study’ means a coordinated, nonduplicative 
sequence of secondary and postsecondary academic 
and technical content that— 
‘‘(A) incorporates challenging State aca-
demic standards, including those adopted by a 
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State under section 1111(b)(1) of the Elemen-
tary and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(1)), that— 
‘‘(i) address both academic and tech-
nical knowledge and skills, including em-
ployability skills; and 
‘‘(ii) are aligned with the needs of in-
dustries in the economy of the State, re-
gion, or local area; 
‘‘(B) progresses in specificity (beginning 
with all aspects of an industry or career cluster 
and leading to more occupational specific in-
struction); 
‘‘(C) has multiple entry and exit points 
that incorporate credentialing; and 
‘‘(D) culminates in the attainment of a 
recognized postsecondary credential. 
‘‘(37) QUALIFIED
INTERMEDIARY.—The term 
‘qualified intermediary’ means a non-profit entity 
that demonstrates expertise to build, connect, sus-
tain, and measure partnerships with entities such as 
employers, schools, community-based organizations, 
postsecondary institutions, social service organiza-
tions, economic development organizations, and 
workforce systems to broker services, resources, and 
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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 implemen-
tation of career and technical education pro-
grams and programs of study; 
‘‘(C) delivering professional development; 
‘‘(D) connecting students to internships 
and other work-based learning opportunities; 
and 
‘‘(E) developing personalized student sup-
ports. 
‘‘(38) RECOGNIZED POSTSECONDARY CREDEN-
TIAL.—The term ‘recognized postsecondary creden-
tial’ has the meaning given the term in section 3 of 
the Workforce Innovation and Opportunity Act (29 
U.S.C. 3102).’’; 
(19) in paragraph (41) (as so redesignated by 
paragraph (2))— 
(A) in subparagraph (B), by striking ‘‘fos-
ter children’’ and inserting ‘‘youth who are in 
or have aged out of the foster care system’’; 
(B) in subparagraph (E), by striking 
‘‘and’’ at the end; 
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(C) in subparagraph (F), by striking ‘‘indi-
viduals with limited English proficiency.’’ and 
inserting ‘‘English learners;’’; and 
(D) by adding at the end the following: 
‘‘(G) homeless individuals described in sec-
tion 725 of the McKinney-Vento Homeless As-
sistance Act (42 U.S.C. 11434a); and 
‘‘(H) 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).’’; 
(20) by inserting after paragraph (41) (as so 
redesignated by paragraph (2)) the following: 
‘‘(42) 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 (20 U.S.C. 7801). 
‘‘(43) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
SERVICES.—The term ‘specialized instructional sup-
port services’ has the meaning given the term in sec-
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tion 8101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801).’’; 
(21) in paragraph (45) (as so redesignated by 
paragraph (2)) by inserting ‘‘(including paraprofes-
sionals and specialized instructional support per-
sonnel)’’ after ‘‘supportive personnel’’; and 
(22) by adding at the end the following: 
‘‘(48) UNIVERSAL
DESIGN
FOR
LEARNING.— 
The term ‘universal design for learning’ has the 
meaning given the term in section 8101 of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 7801). 
‘‘(49) WORK-BASED
LEARNING.—The term 
‘work-based learning’ means sustained interactions 
with industry or community professionals in real 
workplace settings, to the extent practicable, or sim-
ulated environments at an educational institution 
that foster in-depth, first-hand engagement with the 
tasks required of 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’’; 
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(2) by striking ‘‘Carl D. Perkins Career and 
Technical Education Improvement Act of 2006’’ 
each place it appears and inserting ‘‘Strengthening 
Career and Technical Education for the 21st Cen-
tury 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 Gov-
ernment to mandate,’’ and all that follows through 
the end and inserting ‘‘Federal Government— 
‘‘(1) to condition or incentivize the receipt of 
any grant, contract, or cooperative agreement, or the 
receipt of any priority or preference under such 
grant, contract, or cooperative agreement, upon a 
State, local educational agency, eligible agency, eligi-
ble recipient, eligible entity, or school’s adoption or 
implementation of specific instructional content, aca-
demic standards and assessments, curricula, or pro-
gram of instruction (including any condition, pri-
ority, 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 
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assessment, instructional content, or curriculum 
aligned to such standards); 
‘‘(2) through grants, contracts, or other cooper-
ative agreements, to mandate, direct, or control a 
State, local educational agency, eligible agency, eligi-
ble recipient, eligible entity, or school’s specific in-
structional content, academic standards and assess-
ments, curricula, or program of instruction (includ-
ing any requirement, direction, or mandate to adopt 
the Common Core State Standards developed under 
the Common Core State Standards Initiative, any 
other academic standards common to a significant 
number of States, or any assessment, instructional 
content, or curriculum aligned to such standards); 
and 
‘‘(3) except as required under sections 112(b), 
211(b), and 223— 
‘‘(A) to mandate, direct, or control the al-
location 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.’’; and 
(2) by striking subsection (d) and redesignating 
subsection (e) as subsection (d). 
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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 to be authorized to be appropriated to 
carry out this Act (other than sections 114 and 117)— 
‘‘(1) $1,133,002,074 for fiscal year 2017; 
‘‘(2) $1,148,618,465 for fiscal year 2018; 
‘‘(3) $1,164,450,099 for fiscal year 2019; 
‘‘(4) $1,180,499,945 for fiscal year 2020; 
‘‘(5) $1,196,771,008 for fiscal year 2021; and 
‘‘(6) $1,213,266,339 for fiscal year 2022.’’. 
TITLE 
I—CAREER 
AND 
TECH-
NICAL 
EDUCATION 
ASSIST-
ANCE TO THE STATES 
PART A—ALLOTMENT AND ALLOCATION 
SEC. 110. RESERVATIONS AND STATE ALLOTMENT. 
Paragraph (5) of section 111(a) (20 U.S.C. 2321(a)) 
is amended— 
(1) in subparagraph (A), by striking ‘‘No 
State’’ and inserting ‘‘For each of fiscal years 2017, 
2018, and 2019, no State’’; 
(2) by redesignating subparagraph (B) as sub-
paragraph (C); 
(3) by inserting after subparagraph (A), as 
amended by paragraph (1), the following: 
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‘‘(B) FISCAL YEAR 2020 AND EACH SUC-
CEEDING FISCAL YEAR.—For fiscal year 2020 
and each of the succeeding fiscal years, no 
State shall receive an allotment under this sec-
tion for a fiscal year that is less than 90 per-
cent of the allotment the State received under 
this section for the preceding fiscal year.’’; and 
(4) in subparagraph (C), as redesignated by 
paragraph (2), by striking ‘‘subparagraph (A)’’ and 
inserting ‘‘subparagraph (A) or (B)’’. 
SEC. 111. WITHIN STATE ALLOCATION. 
Section 112 (20 U.S.C. 2322) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1), by striking ‘‘10 per-
cent’’ and inserting ‘‘15 percent’’; 
(B) in paragraph (2)— 
(i) in subparagraph (A)— 
(I) by striking ‘‘1 percent’’ and 
inserting ‘‘2 percent’’; and 
(II) by striking ‘‘State correc-
tional institutions and institutions’’ 
and inserting ‘‘State correctional in-
stitutions, juvenile justice facilities, 
and educational institutions’’; and 
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(ii) in subparagraph (B), by striking 
‘‘available for services’’ and inserting 
‘‘available to assist eligible recipients in 
providing services’’; 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; and 
‘‘(C) areas with high numbers of CTE con-
centrators or CTE participants; and 
‘‘(2) in order to— 
‘‘(A) foster innovation through the identi-
fication and promotion of promising and proven 
career and technical education programs, prac-
tices, and strategies, which may include prac-
tices and strategies that prepare individuals for 
nontraditional fields; or 
‘‘(B) promote the development, implemen-
tation, and adoption of programs of study or 
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career pathways aligned with State-identified 
in-demand occupations or industries.’’. 
SEC. 112. ACCOUNTABILITY. 
Section 113 (20 U.S.C. 2323) is amended— 
(1) in subsection (a), by striking ‘‘comprised of 
the activities’’ and inserting ‘‘comprising the activi-
ties’’; 
(2) in subsection (b)— 
(A) in paragraph (1), by striking subpara-
graph (B) and redesignating subparagraph (C) 
as subparagraph (B); 
(B) in paragraph (1)(B), as so redesig-
nated, by striking ‘‘, and State levels of per-
formance described in paragraph (3)(B) for 
each additional indicator of performance’’; and 
(C) by striking paragraph (2) and insert-
ing the following: 
‘‘(2) INDICATORS OF PERFORMANCE.— 
‘‘(A) CORE INDICATORS OF PERFORMANCE 
FOR CTE CONCENTRATORS AT THE SECONDARY 
LEVEL.—Each eligible agency shall identify in 
the State plan core indicators of performance 
for CTE concentrators at the secondary level 
that are valid and reliable, and that include, at 
a minimum, measures of each of the following: 
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‘‘(i) The percentage of CTE con-
centrators who graduate high school, as 
measured by— 
‘‘(I) the four-year adjusted co-
hort graduation rate (defined in sec-
tion 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 
U.S.C. 7801)); and 
‘‘(II) at the State’s discretion, 
the extended-year adjusted cohort 
graduation rate defined in such sec-
tion 8101 (20 U.S.C. 7801). 
‘‘(ii) CTE concentrator attainment of 
challenging 
State 
academic 
standards 
adopted by the State under section 
1111(b)(1) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
6311(b)(1)), and measured by the aca-
demic assessments described in section 
1111(b)(2) 
of 
such 
Act 
(20 
U.S.C. 
6311(b)(2)). 
‘‘(iii) The percentage of CTE con-
centrators who, in the second quarter fol-
lowing the program year after exiting from 
secondary education, are in postsecondary 
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education or advanced training, military 
service, or unsubsidized employment. 
‘‘(iv) Not less than one indicator of 
career and technical education program 
quality that— 
‘‘(I) shall include, not less than 
one of the following— 
‘‘(aa) the percentage of CTE 
concentrators graduating from 
high school having attained rec-
ognized 
postsecondary 
creden-
tials; 
‘‘(bb) the percentage of CTE 
concentrators graduating from 
high school having attained post-
secondary credits in the relevant 
career and technical educational 
program or program of study 
earned through dual and concur-
rent enrollment or another credit 
transfer agreement; or 
‘‘(cc) the percentage of CTE 
concentrators graduating from 
high school having participated in 
work-based learning; and 
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‘‘(II) may include any other 
measure of student success in career 
and technical education that is state-
wide, valid, and reliable. 
‘‘(v) The percentage of CTE con-
centrators in career and technical edu-
cation programs and programs of study 
that lead to nontraditional fields. 
‘‘(B) CORE INDICATORS OF PERFORMANCE 
FOR CTE CONCENTRATORS AT THE POSTSEC-
ONDARY
LEVEL.—Each eligible agency shall 
identify in the State plan core indicators of per-
formance for CTE concentrators at the postsec-
ondary level that are valid and reliable, and 
that include, at a minimum, measures of each 
of the following: 
‘‘(i) The percentage of CTE con-
centrators, who, during the second quarter 
after program completion, are in education 
or training activities, advanced training, or 
unsubsidized employment. 
‘‘(ii) The median earnings of CTE 
concentrators in unsubsidized employment 
two quarters after program completion. 
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‘‘(iii) The percentage of CTE con-
centrators who receive a recognized post-
secondary credential during participation 
in or within 1 year of program completion. 
‘‘(iv) The percentage of CTE con-
centrators in career and technical edu-
cation programs and programs of study 
that lead to nontraditional fields. 
‘‘(C) ALIGNMENT OF PERFORMANCE INDI-
CATORS.—In developing core indicators of per-
formance under subparagraphs (A) and (B), an 
eligible agency shall, to the greatest extent pos-
sible, align the indicators so that substantially 
similar information gathered for other State 
and Federal programs, or for any other pur-
pose, may be used to meet the requirements of 
this section.’’; 
(D) in paragraph (3)— 
(i) by amending subparagraph (A) to 
read as follows: 
‘‘(A) STATE ADJUSTED LEVELS OF PER-
FORMANCE
FOR
CORE
INDICATORS
OF
PER-
FORMANCE.— 
‘‘(i) 
IN
GENERAL.—Each 
eligible 
agency, with input from eligible recipients, 
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shall establish and identify in the State 
plan submitted under section 122, for the 
first 2 program years covered by the State 
plan, levels of performance for each of the 
core indicators of performance described in 
subparagraphs (A) and (B) of paragraph 
(2) for career and technical education ac-
tivities authorized under this title. The lev-
els of performance established under this 
subparagraph shall, at a minimum— 
‘‘(I) be expressed in a percentage 
or numerical form, so as to be objec-
tive, quantifiable, and measurable; 
and 
‘‘(II) be sufficiently ambitious to 
allow for meaningful evaluation of 
program quality. 
‘‘(ii) STATE
ADJUSTED
LEVELS
OF 
PERFORMANCE
FOR
SUBSEQUENT 
YEARS.—Prior to the third program year 
covered by the State plan, each eligible 
agency shall revise the State levels of per-
formance for each of the core indicators of 
performance for the subsequent program 
years covered by the State plan, taking 
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into account the extent to which such lev-
els of performance promote meaningful 
program improvement on such indicators. 
The State adjusted levels of performance 
identified under this clause shall be consid-
ered to be the State adjusted levels of per-
formance for the State for such years and 
shall be incorporated into the State plan. 
‘‘(iii) REPORTING.—The eligible agen-
cy shall, for each year described in clauses 
(i) and (iii), publicly report and widely dis-
seminate the State levels of performance 
described in this subparagraph. 
‘‘(iv) REVISIONS.—If unanticipated 
circumstances arise in a State, the eligible 
agency may revise the State adjusted levels 
of performance required under this sub-
paragraph, and submit such revised levels 
of performance with evidence supporting 
the revision and demonstrating public con-
sultation, in a manner consistent with the 
process described in subsections (d) and (f) 
of section 122.’’; and 
(ii) by striking subparagraph (B) and 
inserting the following: 
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‘‘(B) ACTUAL
LEVELS
OF
PERFORM-
ANCE.—At the end of each program year, the 
eligible agency shall determine actual levels of 
performance on each of the core indicators of 
performance and publicly report and widely dis-
seminate the actual levels of performance de-
scribed in this subparagraph.’’; and 
(E) in paragraph (4)— 
(i) in subparagraph (A)— 
(I) in clause (i)(I), by striking 
‘‘consistent with the State levels of 
performance established under para-
graph (3), so as’’ and inserting ‘‘con-
sistent with the form expressed in the 
State levels, so as’’; 
(II) by striking clause (i)(II) and 
inserting the following: 
‘‘(II) be sufficiently ambitious to 
allow for meaningful evaluation of 
program quality.’’; 
(III) in clause (iv)— 
(aa) by striking ‘‘third and 
fifth program years’’ and insert-
ing ‘‘third program year’’; and 
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(bb) 
by 
striking 
‘‘cor-
responding’’ before ‘‘subsequent 
program years’’; 
(IV) in clause (v)— 
(aa) by striking ‘‘and’’ at 
the end of subclause (I); 
(bb) by redesignating sub-
clause (II) as subclause (III); 
(cc) by inserting after sub-
clause (I) the following: 
‘‘(II) local economic conditions;’’; 
(dd) in subclause (III), as so 
redesignated, by striking ‘‘pro-
mote continuous improvement on 
the core indicators of perform-
ance by the eligible recipient.’’ 
and inserting ‘‘advance the eligi-
ble recipient’s accomplishments 
of the goals set forth in the local 
application; and’’; and 
(ee) by adding at the end 
the following: 
‘‘(IV) the eligible recipient’s abil-
ity and capacity to collect and access 
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valid, reliable, and cost effective 
data.’’; 
(V) in clause (vi), by inserting 
‘‘or changes occur related to improve-
ments in data or measurement ap-
proaches,’’ after ‘‘factors described in 
clause (v),’’; and 
(VI) by adding at the end the fol-
lowing: 
‘‘(vii) REPORTING.—The eligible re-
cipient shall, for each year described in 
clauses (iii) and (iv), publicly report the 
local levels of performance described in this 
subparagraph.’’; 
(ii) by striking subparagraph (B) and 
redesignating subparagraph (C) as sub-
paragraph (B); and 
(iii) in clause (ii)(I) of subparagraph 
(B), as so redesignated— 
(I) 
by 
striking 
‘‘section 
1111(h)(1)(C)(i)’’ and inserting ‘‘sec-
tion 1111(h)(1)(C)(ii)’’; and 
(II) by striking ‘‘section 3(29)’’ 
and inserting ‘‘section 3(40)’’; and 
(3) in subsection (c)— 
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(A) in the heading, by inserting ‘‘STATE’’ 
before ‘‘REPORT’’; 
(B) in paragraph (1)(B), by striking ‘‘in-
formation on the levels of performance achieved 
by the State with respect to the additional indi-
cators of performance, including the’’ and in-
serting ‘‘the’’; and 
(C) in paragraph (2)(A)— 
(i) by striking ‘‘categories’’ and in-
serting ‘‘subgroups’’; 
(ii) 
by 
striking 
‘‘section 
1111(h)(1)(C)(i)’’ and inserting ‘‘section 
1111(h)(1)(C)(ii)’’; and 
(iii) by striking ‘‘section 3(29)’’ and 
inserting ‘‘section 3(40)’’. 
SEC. 113. NATIONAL ACTIVITIES. 
Section 114 (20 U.S.C. 2324) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1)— 
(i) by striking ‘‘The Secretary shall’’ 
the first place it appears and inserting 
‘‘The Secretary shall, in consultation with 
the Director of the Institute for Education 
Sciences,’’; and 
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(ii) by inserting ‘‘from eligible agen-
cies under section 113(c)’’ after ‘‘pursuant 
to this title’’; and 
(B) by striking paragraph (3); 
(2) by amending subsection (b) to read as fol-
lows: 
‘‘(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 rea-
sonable cost, the Secretary, in consultation with the Na-
tional 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)— 
(i) by striking ‘‘may’’ and inserting 
‘‘shall’’; 
(ii) by striking ‘‘, directly or through 
grants, contracts, or cooperative agree-
ments,’’ and inserting ‘‘directly or through 
grants’’; and 
(iii) by striking ‘‘and assessment’’; 
and 
(B) in paragraph (2)— 
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(i) in subparagraph (B), by inserting 
‘‘, acting through the Director of the Insti-
tute for Education Sciences,’’ after ‘‘de-
scribe how the Secretary’’; and 
(ii) in subparagraph (C), by inserting 
‘‘, in consultation with the Director of the 
Institute for Education Sciences,’’ after 
‘‘the Secretary’’; 
(4) in subsection (d)— 
(A) in paragraph (1)— 
(i) in subparagraph (A)— 
(I) by inserting ‘‘, acting through 
the Director of the Institute for Edu-
cation Sciences,’’ after ‘‘The Sec-
retary’’; 
(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 in-
serting ‘‘evaluation’’; and 
(ii) in subparagraph (B)— 
(I) in clause (v), by striking ‘‘; 
and’’ and inserting a semicolon; 
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(II) in clause (vi), by striking the 
period at the end and inserting ‘‘, 
which may include individuals with ex-
pertise in addressing inequities in ac-
cess to, and in opportunities for aca-
demic and technical skill attainment; 
and’’; and 
(III) by adding at the end the 
following: 
‘‘(vii) representatives of special popu-
lations.’’; 
(B) in paragraph (2)— 
(i) in the heading, by striking ‘‘AND 
ASSESSMENT’’; 
(ii) in subparagraph (A)— 
(I) by inserting ‘‘, acting through 
the Director of the Institute for Edu-
cation Sciences,’’ after ‘‘the Sec-
retary’’; 
(II) by striking ‘‘an independent 
evaluation and assessment’’ and in-
serting ‘‘a series of research and eval-
uation initiatives for each year for 
which funds are appropriated to carry 
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out this Act, which are aligned with 
the plan in subsection (c)(2),’’; 
(III) by striking ‘‘Carl D. Per-
kins Career and Technical Education 
Improvement 
Act 
of 
2006’’ 
and 
‘‘Strengthening Career and Technical 
Education for the 21st Century Act’’; 
(IV) by striking ‘‘, contracts, and 
cooperative agreements that are’’ and 
inserting ‘‘to institutions of higher 
education or a consortia of one or 
more institutions of higher education 
and one or more private nonprofit or-
ganizations or agencies’’; and 
(V) by adding at the end the fol-
lowing: ‘‘Such evaluation shall, when-
ever possible, use the most recent 
data available.’’; and 
(iii) by amending subparagraph (B) to 
read as follows: 
‘‘(B) CONTENTS.—The evaluation required 
under subparagraph (A) shall include descrip-
tions and evaluations of— 
‘‘(i) the extent and success of the inte-
gration of challenging State academic 
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standards adopted under 1111(b)(1) of the 
Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6311(b)(1)) and career 
and technical education for students par-
ticipating in career and technical education 
programs, including a review of the effect 
of such integration on the academic and 
technical proficiency achievement of such 
students (including the number of such 
students that receive a regular high school 
diploma, as such term is defined under sec-
tion 8101 of the Elementary and Sec-
ondary Education Act of 1965 or a State- 
defined alternative diploma described in 
section 8101(25)(A)(ii)(I)(bb) of such Act 
(20 U.S.C. 7801(25)(A)(ii)(I)(bb))); 
‘‘(ii) the extent to which career and 
technical education programs and pro-
grams of study prepare students, including 
special populations, for subsequent employ-
ment in high-skill, high-wage occupations 
(including those in which mathematics and 
science, which may include computer 
science, skills are critical), or for participa-
tion in postsecondary education; 
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‘‘(iii) employer involvement in, benefit 
from, and satisfaction with, career and 
technical education programs and pro-
grams of study and career and technical 
education students’ preparation for em-
ployment; 
‘‘(iv) efforts to expand access to ca-
reer and technical education programs of 
study for all students; 
‘‘(v) innovative approaches to work- 
based learning programs that increase par-
ticipation and alignment with employment 
in high-growth industries, including in 
rural and low-income areas; 
‘‘(vi) the impact of the amendments to 
this Act made under the Strengthening Ca-
reer and Technical Education for the 21st 
Century Act, including comparisons, where 
appropriate, of— 
‘‘(I) the use of the comprehensive 
needs 
assessment 
under 
section 
134(b); 
‘‘(II) the implementation of pro-
grams of study; and 
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‘‘(III) coordination of planning 
and program delivery with other rel-
evant laws, including the Workforce 
Innovation and Opportunity Act (29 
U.S.C. 3101 et seq.) and the Elemen-
tary and Secondary Education Act of 
1965 (20 U.S.C. 6301 et seq.); 
‘‘(vii) changes in career and technical 
education program accountability as de-
scribed in section 113 and any effects of 
such changes on program delivery and pro-
gram quality; and 
‘‘(viii) changes in student enrollment 
patterns.’’; and 
(iv) in subparagraph (C)— 
(I) in clause (i)— 
(aa) by inserting ‘‘, in con-
sultation with the Director of the 
Institute 
for 
Education 
Sciences,’’ after ‘‘The Secretary’’; 
(bb) in subclause (I)— 
(AA) by striking ‘‘as-
sessment’’ 
and 
inserting 
‘‘evaluation and summary of 
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research activities carried 
out under this section’’; and 
(BB) 
by 
striking 
‘‘2010’’ 
and 
inserting 
‘‘2021’’; and 
(cc) in subclause (II)— 
(AA) by striking ‘‘as-
sessment’’ 
and 
inserting 
‘‘evaluation and summary of 
research activities carried 
out under this section’’; and 
(BB) 
by 
striking 
‘‘2011’’ 
and 
inserting 
‘‘2023’’; and 
(II) 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 un-
derstanding among State and local officials 
and educators of the effectiveness of pro-
grams and activities supported under the 
Act and of the career and technical edu-
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cation programs that are most likely to 
produce positive educational and employ-
ment outcomes.’’; and 
(C) by striking paragraphs (3), (4), and 
(5) and inserting the following: 
‘‘(3) INNOVATION.— 
‘‘(A) GRANT PROGRAM.—To identify and 
support innovative strategies and activities to 
improve career and technical education and 
align workforce skills with labor market needs 
as part of the plan developed under subsection 
(c) and the requirements of this subsection, the 
Secretary may award grants to eligible entities 
to— 
‘‘(i) create, develop, implement, or 
take to scale evidence-based, field initiated 
innovations, including through a pay for 
success initiative to improve student out-
comes in career and technical education; 
and 
‘‘(ii) rigorously evaluate such innova-
tions. 
‘‘(B) MATCHING FUNDS.— 
‘‘(i) MATCHING FUNDS REQUIRED.— 
Except as provided under clause (ii), to re-
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ceive a grant under this paragraph, an eli-
gible entity shall, through cash or in-kind 
contributions, provide matching funds from 
public or private sources in an amount 
equal to at least 50 percent of the funds 
provided under such grant. 
‘‘(ii) 
EXCEPTION.—The 
Secretary 
may waive the matching fund requirement 
under clause (i) if the eligible entity dem-
onstrates exceptional circumstances. 
‘‘(C) APPLICATION.—To receive a grant 
under this paragraph, an eligible entity shall 
submit to the Secretary at such a time as the 
Secretary may require, an application that— 
‘‘(i) identifies and designates the 
agency, institution, or school responsible 
for the administration and supervision of 
the program assisted under this paragraph; 
‘‘(ii) identifies the source and amount 
of the matching funds required under sub-
paragraph (B)(i); 
‘‘(iii) describes how the eligible entity 
will use the grant funds, including how 
such funds will directly benefit students, 
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including special populations, served by the 
eligible entity; 
‘‘(iv) describes how the program as-
sisted under this paragraph will be coordi-
nated with the activities carried out under 
section 124 or 135; 
‘‘(v) describes how the program as-
sisted under this paragraph aligns with the 
single plan described in subsection (c); and 
‘‘(vi) describes how the program as-
sisted under this paragraph will be evalu-
ated and how that evaluation may inform 
the 
report 
described 
in 
subsection 
(d)(2)(C). 
‘‘(D) 
PRIORITY.—In 
awarding 
grants 
under this paragraph, the Secretary shall give 
priority to applications from eligible entities 
that will predominantly serve students from 
low-income families. 
‘‘(E) GEOGRAPHIC DIVERSITY.— 
‘‘(i) 
IN
GENERAL.—In 
awarding 
grants under this paragraph, the Secretary 
shall award no less than 25 percent of the 
total available funds for any fiscal year to 
eligible entities proposing to fund career 
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and technical education activities that 
serve— 
‘‘(I) a local educational agency 
with an urban-centric district locale 
code of 32, 33, 41, 42, or 43, as de-
termined by the Secretary; 
‘‘(II) an institution of higher 
education primarily serving the one or 
more areas served by such a local edu-
cational agency; 
‘‘(III) a consortium of such local 
educational agencies or such institu-
tions of higher education; 
‘‘(IV) a partnership between— 
‘‘(aa) an educational service 
agency or a nonprofit organiza-
tion; and 
‘‘(bb) such a local edu-
cational agency or such an insti-
tution of higher education; or 
‘‘(V) a partnership between— 
‘‘(aa) a grant recipient de-
scribed in subclause (I) or (II); 
and 
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‘‘(bb) a State educational 
agency. 
‘‘(ii) 
EXCEPTION.—Notwithstanding 
clause (i), the Secretary shall reduce the 
amount of funds made available under 
such clause if the Secretary does not re-
ceive a sufficient number of applications of 
sufficient quality. 
‘‘(F) USES OF FUNDS.—An eligible entity 
that is awarded a grant under this paragraph 
shall use the grant funds, in a manner con-
sistent with subparagraph (A)(i), to— 
‘‘(i) improve career and technical edu-
cation outcomes of students served by eligi-
ble entities under this title; 
‘‘(ii) improve career and technical 
education teacher effectiveness; 
‘‘(iii) improve the transition of stu-
dents from secondary education to postsec-
ondary education or employment; 
‘‘(iv) improve the incorporation of 
comprehensive work-based learning into ca-
reer and technical education; 
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‘‘(v) increase the effective use of tech-
nology within career and technical edu-
cation programs; 
‘‘(vi) support new models for inte-
grating academic content and career and 
technical education content in such pro-
grams; 
‘‘(vii) support the development and 
enhancement of innovative delivery models 
for career and technical education; 
‘‘(viii) work with industry to design 
and implement courses or programs of 
study aligned to labor market needs in new 
or emerging fields; 
‘‘(ix) integrate science, technology, en-
gineering, and mathematics fields, includ-
ing computer science education, with ca-
reer and technical education; 
‘‘(x) support innovative approaches to 
career and technical education by rede-
signing the high school experience for stu-
dents, which may include evidence-based 
transitional support strategies for students 
who have not met postsecondary education 
eligibility requirements; 
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‘‘(xi) improve CTE concentrator em-
ployment outcomes in nontraditional fields; 
or 
‘‘(xii) support the use of career and 
technical education programs and pro-
grams of study in a coordinated strategy to 
address identified employer needs and 
workforce shortages, such as shortages in 
the early childhood, elementary school, and 
secondary school education workforce. 
‘‘(G) EVALUATION.—Each eligible entity 
receiving a grant under this paragraph shall 
provide for an independent evaluation of the ac-
tivities carried out using such grant and submit 
to the Secretary an annual report that in-
cludes— 
‘‘(i) a description of how funds re-
ceived under this paragraph were used; 
‘‘(ii) the performance of the eligible 
entity with respect to, at a minimum, the 
performance indicators described under 
section 
113, 
as 
applicable, 
and 
disaggregated by— 
‘‘(I) subgroups of students de-
scribed in section 1111(c)(2)(B) of 
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the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 
6311(c)(2)(B)); 
‘‘(II) special populations; and 
‘‘(III) as appropriate, each career 
and technical education program and 
program of study; and 
‘‘(iii) a quantitative analysis of the ef-
fectiveness of the project carried out under 
this paragraph.’’; and 
(5) by striking subsection (e) and inserting the 
following: 
‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this sec-
tion— 
‘‘(1) $7,523,285 for fiscal year 2017; 
‘‘(2) $7,626,980 for fiscal year 2018; 
‘‘(3) $7,732,104 for fiscal year 2019; 
‘‘(4) $7,838,677 for fiscal year 2020; 
‘‘(5) $7,946,719 for fiscal year 2021; and 
‘‘(6) $8,056,251 for fiscal year 2022.’’. 
SEC. 114. ASSISTANCE FOR THE OUTLYING AREAS. 
Section 115 (20 U.S.C. 2325) is amended— 
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(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 sub-
section (b). 
SEC. 115. TRIBALLY CONTROLLED POSTSECONDARY CA-
REER AND TECHNICAL INSTITUTIONS. 
Section 117(i) (20 U.S.C. 2327(i)) is amended to 
read as follows: 
‘‘(i) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this sec-
tion— 
‘‘(1) $8,400,208 for fiscal year 2017; 
‘‘(2) $8,515,989 for fiscal year 2018; 
‘‘(3) $8,633,367 for fiscal year 2019; 
‘‘(4) $8,752,362 for fiscal year 2020; 
‘‘(5) $8,872,998 for fiscal year 2021; and 
‘‘(6) $8,995,296 for fiscal year 2022.’’. 
SEC. 116. OCCUPATIONAL AND EMPLOYMENT INFORMA-
TION. 
Section 118 (20 U.S.C. 2328) is repealed. 
PART B—STATE PROVISIONS 
SEC. 121. STATE PLAN. 
Section 122 (20 U.S.C. 2342) is amended— 
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(1) in subsection (a)— 
(A) in paragraph (1)— 
(i) by striking ‘‘6-year period’’ and in-
serting ‘‘4-year period’’; and 
(ii) by striking ‘‘Carl D. Perkins Ca-
reer and Technical Education Improve-
ment 
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’’; and 
(C) in paragraph (3), by striking ‘‘(includ-
ing charter school’’ and all that follows through 
‘‘and community organizations)’’ and inserting 
‘‘(including teachers, specialized instructional 
support personnel, paraprofessionals, school 
leaders, authorized public chartering agencies, 
and charter school leaders, consistent with 
State law, employers, labor organizations, par-
ents, students, and community organizations)’’; 
and 
(2) by amending subsections (b), (c), (d), and 
(e) to read as follows: 
‘‘(b) OPTIONS FOR SUBMISSION OF STATE PLAN.— 
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‘‘(1) COMBINED
PLAN.—The eligible agency 
may submit a combined plan that meets the require-
ments of this section and the requirements of section 
103 of the Workforce Innovation and Opportunity 
Act (29 U.S.C. 3113), unless the eligible agency 
opts to submit a single plan under paragraph (2) 
and informs the Secretary of such decision. 
‘‘(2) SINGLE
PLAN.—If the eligible agency 
elects not to submit a combined plan as described in 
paragraph (1), such eligible agency shall submit a 
single State 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 edu-
cation programs, including eligible recipi-
ents and representatives of 2-year Minor-
ity-Serving Institutions and Historically 
Black Colleges and Universities in States 
where such institutions are in existence, 
and charter school representatives in 
States where such schools are in existence, 
which shall include teachers, school lead-
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ers, specialized instructional support per-
sonnel (including guidance counselors), and 
paraprofessionals; 
‘‘(ii) interested community representa-
tives, including parents and students; 
‘‘(iii) the State workforce development 
board described in section 101 of the 
Workforce Innovation and Opportunity Act 
(29 U.S.C. 3111); 
‘‘(iv) representatives of special popu-
lations; 
‘‘(v) representatives of business and 
industry (including representatives of small 
business), which shall include representa-
tives of industry and sector partnerships in 
the State, as appropriate, and representa-
tives of labor organizations in the State; 
‘‘(vi) representatives of agencies serv-
ing out-of-school youth, homeless children 
and youth, and at-risk youth; and 
‘‘(vii) representatives of Indian tribes 
located in the State; and 
‘‘(B) consult the Governor of the State, 
and the heads of other State agencies with au-
thority for career and technical education pro-
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grams that are not the eligible agency, with re-
spect to the development of the State plan. 
‘‘(2) ACTIVITIES AND PROCEDURES.—The eligi-
ble agency shall develop effective activities and pro-
cedures, including access to information needed to 
use such procedures, to allow the individuals and en-
tities described in paragraph (1) to participate in 
State and local decisions that relate to development 
of the State plan. 
‘‘(d) PLAN CONTENTS.—The State plan shall in-
clude— 
‘‘(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 such activi-
ties; 
‘‘(2) the State’s strategic vision and set of goals 
for preparing an educated and skilled workforce (in-
cluding special populations) and for meeting the 
skilled workforce needs of employers, including in- 
demand industry sectors and occupations as identi-
fied by the State, and how the State’s career and 
technical education programs will help to meet these 
goals; 
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‘‘(3) a summary of the strategic planning ele-
ments of the unified State plan required under sec-
tion 102(b)(1) of the Workforce Innovation and Op-
portunity Act (29 U.S.C. 3112(b)(1)), including the 
elements related to system alignment under section 
102(b)(2)(B) 
of 
such 
Act 
(29 
U.S.C. 
3112(b)(2)(B)); 
‘‘(4) a description of the career and technical 
education programs or programs of study that will 
be supported, developed, or improved, including de-
scriptions of— 
‘‘(A) the programs of study to be devel-
oped 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 
‘‘(C) how the eligible agency will— 
‘‘(i) make information on approved 
programs of study and career pathways, 
including career exploration, work-based 
learning opportunities, guidance and ad-
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visement resources, available to students 
and parents; 
‘‘(ii) ensure nonduplication of eligible 
recipients’ development of programs of 
study and career pathways; 
‘‘(iii) determine alignment of eligible 
recipients’ programs of study to the State, 
regional or local economy, including in-de-
mand fields and occupations identified by 
the State workforce development board as 
appropriate; 
‘‘(iv) provide equal access to activities 
assisted under this Act for special popu-
lations; 
‘‘(v) coordinate with the State work-
force board to support the local develop-
ment of career pathways and articulate 
processes by which career pathways will be 
developed by local workforce development 
boards; 
‘‘(vi) use State, regional, or local labor 
market data to align career and technical 
education with State labor market needs; 
‘‘(vii) support effective and meaning-
ful 
collaboration 
between 
secondary 
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schools, postsecondary institutions, and 
employers; and 
‘‘(viii) improve outcomes for CTE con-
centrators, including those who are mem-
bers of special populations; 
‘‘(5) a description of the criteria and process 
for how the eligible agency will approve eligible re-
cipients for funds under this Act, including how— 
‘‘(A) each eligible recipient will promote 
academic achievement; 
‘‘(B) each eligible recipient will promote 
skill attainment, including skill attainment that 
leads to a recognized postsecondary credential; 
and 
‘‘(C) each eligible recipient will ensure the 
local needs assessment under section 134 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, fac-
ulty, administrators, specialized instructional sup-
port personnel, and paraprofessionals to provide ca-
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reer and technical education instruction, leadership, 
and support; 
‘‘(7) a description of how the eligible agency 
will use State leadership funding to meet the re-
quirements of section 124(b); 
‘‘(8) a description of how funds received by the 
eligible agency through the allotment made under 
section 111 will be distributed— 
‘‘(A) among career and technical education 
at the secondary level, or career and technical 
education at the postsecondary and adult level, 
or both, including how such distribution will 
most effectively provide students with the skills 
needed to succeed in the workplace; and 
‘‘(B) among any consortia that may be 
formed among secondary schools and eligible in-
stitutions, 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 procedure the eligible 
agency will adopt for determining State adjusted lev-
els of performance described in section 113, which at 
a minimum shall include— 
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‘‘(A) consultation with stakeholders identi-
fied in paragraph (1); 
‘‘(B) opportunities for the public to com-
ment in person and in writing on the State ad-
justed levels of performance included in the 
State plan; and 
‘‘(C) submission of public comment on 
State adjusted levels of performance as part of 
the State plan; and 
‘‘(10) assurances that— 
‘‘(A) the eligible agency will comply with 
the requirements of this Act and the provisions 
of the State plan, including the provision of a 
financial audit of funds received under this Act, 
which may be included as part of an audit of 
other Federal or State programs; 
‘‘(B) none of the funds expended under 
this Act will be used to acquire equipment (in-
cluding computer software) in any instance in 
which such acquisition results in a direct finan-
cial benefit to any organization representing the 
interests of the acquiring entity or the employ-
ees of the acquiring entity, or any affiliate of 
such an organization; 
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‘‘(C) the eligible agency will use the funds 
to promote preparation for high-skill, high- 
wage, or in-demand occupations and nontradi-
tional fields, as identified by the State; 
‘‘(D) the eligible agency will use the funds 
provided under this Act to implement career 
and technical education programs and programs 
of study for individuals in State correctional in-
stitutions, including juvenile justice facilities; 
and 
‘‘(E) the eligible agency will provide local 
educational agencies, area career and technical 
education schools, and eligible institutions in 
the State with technical assistance, including 
technical assistance on how to close gaps in stu-
dent participation and performance in career 
and technical education programs. 
‘‘(e) CONSULTATION.— 
‘‘(1) IN GENERAL.—The eligible agency shall 
develop the portion of each State plan relating to the 
amount and uses of any funds proposed to be re-
served for adult career and technical education, 
postsecondary career and technical education, and 
secondary career and technical education after con-
sultation with the— 
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‘‘(A) State agency responsible for super-
vision of community colleges, technical insti-
tutes, or other 2-year postsecondary institutions 
primarily engaged in providing postsecondary 
career and technical education; 
‘‘(B) the State agency responsible for sec-
ondary education; and 
‘‘(C) the State agency responsible for adult 
education. 
‘‘(2) OBJECTIONS OF STATE AGENCIES.—If a 
State agency other than the eligible agency finds 
that a portion of the final State plan is objection-
able, that objection shall be filed together with the 
State plan. The eligible agency shall respond to any 
objections of such State agency in the State plan 
submitted to the Secretary. 
‘‘(f) PLAN APPROVAL.— 
‘‘(1) IN
GENERAL.—The Secretary shall ap-
prove a State plan, or a revision to an approved 
State plan, unless the Secretary determines that the 
State plan, or revision, respectively, does not meet 
the requirements of this Act. 
‘‘(2) DISAPPROVAL.—The Secretary shall— 
‘‘(A) have the authority to disapprove a 
State plan only if the Secretary— 
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‘‘(i) determines how the State plan 
fails to meet the requirements of this Act; 
and 
‘‘(ii) immediately provides to the 
State, in writing, notice of such determina-
tion and the supporting information and 
rationale to substantiate such determina-
tion; and 
‘‘(B) not finally disapprove a State plan, 
except after making the determination and pro-
viding the information described in subpara-
graph (A) and giving the eligible agency notice 
and an opportunity for a hearing. 
‘‘(3) TIMEFRAME.—A State plan shall be 
deemed approved by the Secretary if the Secretary 
has not responded to the eligible agency regarding 
the State plan within 90 days of the date the Sec-
retary receives the State plan.’’. 
SEC. 122. IMPROVEMENT PLANS. 
Section 123 (20 U.S.C. 2343) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1)— 
(i) by striking ‘‘percent of an agreed 
upon’’ and inserting ‘‘percent of the’’; and 
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(ii) by striking ‘‘appropriate agen-
cies,’’ and inserting ‘‘appropriate State 
agencies,’’; 
(B) in paragraph (2)— 
(i) by inserting ‘‘including after imple-
mentation of the improvement plan de-
scribed in paragraph (1),’’ after ‘‘purposes 
of this Act,’’; and 
(ii) by striking ‘‘Act’’ and inserting 
‘‘subsection’’; 
(C) in paragraph (3)— 
(i) by amending subparagraph (A) to 
read as follows: 
‘‘(A) IN GENERAL.—If the eligible agency 
fails to make any improvement in meeting any 
of the State adjusted levels of performance for 
any of the core indicators of performance iden-
tified under paragraph (1) during the first 2 
years of implementation of the improvement 
plan required under paragraph (1), the eligible 
agency— 
‘‘(i) shall revise such improvement 
plan to address the reasons for such fail-
ure; and 
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‘‘(ii) shall continue to implement such 
improvement plan until the eligible agency 
meets at least 90 percent of the State ad-
justed level of performance for the same 
core indicators of performance for which 
the plan is revised.’’; and 
(ii) in subparagraph (B), by striking 
‘‘sanction in’’ and inserting ‘‘requirements 
of’’; and 
(D) by striking paragraph (4); 
(2) in subsection (b)— 
(A) in paragraph (2), by striking ‘‘the eli-
gible agency, appropriate agencies, individuals, 
and organizations’’ and inserting ‘‘local stake-
holders included in section 134(d)(1)’’; 
(B) in paragraph (3), by striking ‘‘shall 
work with the eligible recipient to implement 
improvement activities consistent with the re-
quirements of this Act.’’ and inserting ‘‘shall 
provide technical assistance to assist the eligible 
recipient in meeting its responsibilities under 
section 134.’’; 
(C) in paragraph (4)— 
(i) by amending subparagraph (A) to 
read as follows: 
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‘‘(A) IN GENERAL.—If the eligible recipi-
ent fails to make any improvement in meeting 
any of the local adjusted levels of performance 
for any of the core indicators of performance 
identified under paragraph (2) during a number 
of years determined by the eligible agency, the 
eligible recipient— 
‘‘(i) shall revise the improvement plan 
described in paragraph (2) to address the 
reasons for such failure; and 
‘‘(ii) shall continue to implement such 
improvement plan until such recipient 
meets at least 90 percent of an agreed 
upon local adjusted level of performance 
for the same core indicators of perform-
ance for which the plan is revised.’’; and 
(ii) in subparagraph (B)— 
(I) in the matter preceding clause 
(i)— 
(aa) by striking ‘‘In deter-
mining whether to impose sanc-
tions under subparagraph (A), 
the’’ and inserting ‘‘The’’; and 
(bb) by striking ‘‘waive im-
posing sanctions’’ and inserting 
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‘‘waive the requirements of sub-
paragraph (A)’’; 
(II) in clause (i), by striking ‘‘or’’ 
at the end; 
(III) in clause (ii), by striking 
the period at the end and inserting ‘‘; 
or’’; and 
(IV) by adding at the end the fol-
lowing: 
‘‘(iii) in response to a public request 
from an eligible recipient consistent with 
clauses (i) and (ii).’’; and 
(D) by striking paragraph (5); and 
(3) by adding at the end the following: 
‘‘(c) PLAN DEVELOPMENT.—Except for consultation 
described in subsection (b)(2), the State and local im-
provement plans, and the elements of such plans, required 
under this section shall be developed solely by the eligible 
agency or the eligible recipient, respectively.’’. 
SEC. 123. STATE LEADERSHIP ACTIVITIES. 
Section 124 (20 U.S.C. 2344) is amended— 
(1) in subsection (a), by striking ‘‘shall conduct 
State leadership activities.’’ and inserting ‘‘shall— 
‘‘(1) conduct State leadership activities directly; 
and 
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‘‘(2) report on the effectiveness of such use of 
funds in achieving the goals described in section 
122(d)(2) and the State adjusted levels of perform-
ance described in section 113(b)(3)(A).’’; 
(2) in subsection (b)— 
(A) by striking paragraphs (1) through (4) 
and inserting the following: 
‘‘(1) developing statewide programs of study, 
which may include standards, curriculum, and 
course development, and career exploration, guid-
ance, and advisement activities and resources; 
‘‘(2) approving locally developed programs of 
study that meet the requirements established in sec-
tion 122(d)(4)(B); 
‘‘(3) establishing statewide articulation agree-
ments aligned to approved programs of study; 
‘‘(4) establishing statewide partnerships among 
local educational agencies, institutions of higher edu-
cation, and employers, including small businesses, to 
develop and implement programs of study aligned to 
State and local economic and education needs, in-
cluding as appropriate, in-demand industry sectors 
and occupations;’’; and 
(B) by striking paragraphs (6) through (9) 
and inserting the following: 
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‘‘(6) support services for individuals in State in-
stitutions, such as State correctional institutions, in-
cluding juvenile justice facilities, and educational in-
stitutions that serve individuals with disabilities; 
‘‘(7) for faculty and teachers providing career 
and technical education instruction, support services, 
and specialized instructional support services, high- 
quality comprehensive professional development that 
is, to the extent practicable, grounded in evidence- 
based research (to the extent a State determines 
that such evidence is reasonably available) that iden-
tifies the most effective educator professional devel-
opment process and is coordinated and aligned with 
other professional development activities carried out 
by the State (including under title II of the Elemen-
tary and Secondary Education Act of 1965 (20 
U.S.C. 6601 et seq.) and title II of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1021 et seq.)), in-
cluding programming that— 
‘‘(A) promotes the integration of the chal-
lenging State academic standards adopted by 
the State under section 1111(b)(1) of the Ele-
mentary and Secondary Education Act of 1965 
(20 U.S.C. 6311(b)(1)) and relevant technical 
knowledge and skills; 
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‘‘(B) prepares career and technical edu-
cation teachers, specialized instructional sup-
port personnel, and paraprofessionals to provide 
appropriate accommodations for students who 
are members of special populations, including 
through the use of principles of universal design 
for learning; and 
‘‘(C) increases understanding of industry 
standards, as appropriate, for faculty providing 
career and technical education instruction; and 
‘‘(8) technical assistance for eligible recipi-
ents.’’; and 
(3) in subsection (c), by striking paragraphs (1) 
through (17) and inserting the following: 
‘‘(1) awarding incentive grants to eligible recipi-
ents— 
‘‘(A) for exemplary performance in car-
rying out programs under this Act, which 
awards shall be based on— 
‘‘(i) eligible recipients exceeding the 
local adjusted level of performance estab-
lished under section 113(b)(4)(A) in a 
manner that reflects sustained or signifi-
cant improvement; 
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‘‘(ii) eligible recipients effectively de-
veloping connections between secondary 
education and postsecondary education and 
training; 
‘‘(iii) the integration of academic and 
technical standards; 
‘‘(iv) eligible recipients’ progress in 
closing achievement gaps among sub-
populations who participate in programs of 
study; or 
‘‘(v) other factors relating to the per-
formance of eligible recipients under this 
Act as the eligible agency determines are 
appropriate; or 
‘‘(B) if an eligible recipient elects to use 
funds as permitted under section 135(c); 
‘‘(2) providing support for the adoption and in-
tegration of recognized postsecondary credentials or 
for consultation and coordination with other State 
agencies for the identification, consolidation, or 
elimination of licenses or certifications which pose an 
unnecessary barrier to entry for aspiring workers 
and provide limited consumer protection; 
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‘‘(3) the creation, implementation, and support 
of pay-for-success initiatives leading to recognized 
postsecondary credentials; 
‘‘(4) support for career and technical education 
programs for adults and out-of-school youth concur-
rent with their completion of their secondary school 
education in a school or other educational setting; 
‘‘(5) the creation, evaluation, and support of 
competency-based curricula; 
‘‘(6) support for the development, implementa-
tion, and expansion of programs of study or career 
pathways in areas declared to be in a state of emer-
gency under section 501 of the Robert T. Stafford 
Disaster Relief and Emergency Assistance Act (42 
U.S.C. 5191); 
‘‘(7) providing support for dual or concurrent 
enrollment programs, such as early college high 
schools; 
‘‘(8) improvement of career guidance and aca-
demic counseling programs that assist students in 
making informed academic and career and technical 
education decisions, including academic and financial 
aid counseling; 
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