IIB 
115TH CONGRESS 
1ST SESSION H. R. 2353 
IN THE SENATE OF THE UNITED STATES 
JUNE 26, 2017 
Received; read twice and referred to the Committee on Health, Education, 
Labor, and Pensions 
AN ACT 
To reauthorize the Carl D. Perkins Career and Technical 
Education Act of 2006. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
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SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Strengthening Career 
and Technical Education for the 21st Century Act’’. 
SEC. 2. TABLE OF CONTENTS. 
The table of contents for this Act is as follows: 
Sec. 1. Short title. 
Sec. 2. Table of contents. 
Sec. 3. References. 
Sec. 4. Effective date. 
Sec. 5. Table of contents of the Carl D. Perkins Career and Technical Edu-
cation Act of 2006. 
Sec. 6. Purpose. 
Sec. 7. Definitions. 
Sec. 8. Transition provisions. 
Sec. 9. Prohibitions. 
Sec. 10. Authorization of appropriations. 
TITLE I—CAREER AND TECHNICAL EDUCATION ASSISTANCE TO 
THE STATES 
PART A—ALLOTMENT AND ALLOCATION 
Sec. 110. Reservations and State allotment. 
Sec. 111. Within State allocation. 
Sec. 112. Accountability. 
Sec. 113. National activities. 
Sec. 114. Assistance for the outlying areas. 
Sec. 115. Tribally controlled postsecondary career and technical institutions. 
Sec. 116. Occupational and employment information. 
PART B—STATE PROVISIONS 
Sec. 121. State plan. 
Sec. 122. Improvement plans. 
Sec. 123. State leadership activities. 
PART C—LOCAL PROVISIONS 
Sec. 131. Local application for career and technical education programs. 
Sec. 132. Local uses of funds. 
TITLE II—GENERAL PROVISIONS 
Sec. 201. Federal and State administrative provisions. 
TITLE III—AMENDMENTS TO THE WAGNER-PEYSER ACT 
Sec. 301. State responsibilities. 
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SEC. 3. REFERENCES. 
Except as otherwise expressly provided, whenever in 
this Act an amendment or repeal is expressed in terms 
of an amendment to, or repeal of, a section or other provi-
sion, the reference shall be considered to be made to a 
section or other provision of the Carl D. Perkins Career 
and Technical Education Act of 2006 (20 U.S.C. 2301 
et seq.). 
SEC. 4. EFFECTIVE DATE. 
This Act, and the amendments made by this Act, 
shall take effect beginning on July 1, 2018. 
SEC. 5. TABLE OF CONTENTS OF THE CARL D. PERKINS CA-
REER AND TECHNICAL EDUCATION ACT OF 
2006. 
Section 1(b) is amended to read as follows: 
‘‘(b) TABLE OF CONTENTS.—The table of contents 
for this Act is as follows: 
‘‘Sec. 1. Short title; table of contents. 
‘‘Sec. 2. Purpose. 
‘‘Sec. 3. Definitions. 
‘‘Sec. 4. Transition provisions. 
‘‘Sec. 5. Privacy. 
‘‘Sec. 6. Limitation. 
‘‘Sec. 7. Special rule. 
‘‘Sec. 8. Prohibitions. 
‘‘Sec. 9. Authorization of appropriations. 
‘‘TITLE I—CAREER AND TECHNICAL EDUCATION ASSISTANCE TO 
THE STATES 
‘‘PART A—ALLOTMENT AND ALLOCATION 
‘‘Sec. 111. Reservations and State allotment. 
‘‘Sec. 112. Within State allocation. 
‘‘Sec. 113. Accountability. 
‘‘Sec. 114. National activities. 
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‘‘Sec. 115. Assistance for the outlying areas. 
‘‘Sec. 116. Native American programs. 
‘‘Sec. 117. Tribally controlled postsecondary career and technical institutions. 
‘‘PART B—STATE PROVISIONS 
‘‘Sec. 121. State administration. 
‘‘Sec. 122. State plan. 
‘‘Sec. 123. Improvement plans. 
‘‘Sec. 124. State leadership activities. 
‘‘PART C—LOCAL PROVISIONS 
‘‘Sec. 131. Distribution of funds to secondary education programs. 
‘‘Sec. 132. Distribution of funds for postsecondary education programs. 
‘‘Sec. 133. Special rules for career and technical education. 
‘‘Sec. 134. Local application for career and technical education programs. 
‘‘Sec. 135. Local uses of funds. 
‘‘TITLE II—GENERAL PROVISIONS 
‘‘PART A—FEDERAL ADMINISTRATIVE PROVISIONS 
‘‘Sec. 211. Fiscal requirements. 
‘‘Sec. 212. Authority to make payments. 
‘‘Sec. 213. Construction. 
‘‘Sec. 214. Voluntary selection and participation. 
‘‘Sec. 215. Limitation for certain students. 
‘‘Sec. 216. Federal laws guaranteeing civil rights. 
‘‘Sec. 217. Participation of private school personnel and children. 
‘‘Sec. 218. Limitation on Federal regulations. 
‘‘Sec. 219. Study on programs of study aligned to high-skill, high-wage occupa-
tions. 
‘‘PART B—STATE ADMINISTRATIVE PROVISIONS 
‘‘Sec. 221. Joint funding. 
‘‘Sec. 222. Prohibition on use of funds to induce out-of-State relocation of busi-
nesses. 
‘‘Sec. 223. State administrative costs. 
‘‘Sec. 224. Student assistance and other Federal programs.’’. 
SEC. 6. PURPOSE. 
Section 2 (20 U.S.C. 2301) is amended— 
(1) in the matter preceding paragraph (1)— 
(A) by striking ‘‘academic and career and 
technical skills’’ and inserting ‘‘academic knowl-
edge and technical and employability skills’’; 
and 
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(B) by inserting ‘‘and programs of study’’ 
after ‘‘technical education programs’’; 
(2) in paragraph (3), by striking ‘‘, including 
tech prep education’’; and 
(3) in paragraph (4), by inserting ‘‘and pro-
grams of study’’ after ‘‘technical education pro-
grams’’. 
SEC. 7. DEFINITIONS. 
Section 3 (20 U.S.C. 2302) is amended— 
(1) by striking paragraphs (16), (23), (24), 
(25), (26), and (32); 
(2) by redesignating paragraphs (8), (9), (10), 
(11), (12), (13), (14), (15), (17), (18), (19), (20), 
(21), (22), (27), (28), (29), (30), (31), (33), and 
(34) as paragraphs (9), (10), (13), (16), (17), (19), 
(20), (23), (25), (27), (28), (30), (32), (35), (39), 
(40), (41), (44), (45), (46), and (47), respectively; 
(3) in paragraph (3)— 
(A) in subparagraph (B), by striking ‘‘5 
different occupational fields to individuals’’ and 
inserting ‘‘three different fields, especially in in- 
demand industry sectors or occupations, that 
are available to all students’’; and 
(B) in subparagraph (D), by striking ‘‘not 
fewer than 5 different occupational fields’’ and 
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inserting ‘‘not fewer than three different occu-
pational fields’’; 
(4) in paragraph (5)— 
(A) in subparagraph (A)— 
(i) in clause (i)— 
(I) by striking ‘‘coherent and rig-
orous content aligned with challenging 
academic standards’’ and inserting 
‘‘content 
at 
the 
secondary 
level 
aligned with the challenging State 
academic standards adopted by a 
State under section 1111(b)(1) of the 
Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6311(b)(1)), 
and at the postsecondary level with 
the rigorous academic content,’’; 
(II) by striking ‘‘and skills’’ and 
inserting ‘‘and skills,’’; and 
(III) by inserting ‘‘, including in 
in-demand industry sectors or occupa-
tions’’ before the semicolon at the 
end; 
(ii) in clause (ii), by striking ‘‘, an in-
dustry-recognized credential, a certificate, 
or an associate degree’’ and inserting ‘‘or 
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a 
recognized 
postsecondary 
credential, 
which may include an industry-recognized 
credential’’; and 
(iii) in clause (iii), by striking ‘‘and’’ 
at the end; 
(B) in subparagraph (B)— 
(i) by inserting ‘‘, work-based, or 
other’’ after ‘‘competency-based’’; 
(ii) by striking ‘‘contributes to the’’ 
and inserting ‘‘supports the development 
of’’; 
(iii) by striking the period at the end 
and inserting a semicolon; and 
(iv) by striking ‘‘general’’; and 
(C) by adding at the end the following: 
‘‘(C) to the extent practicable, coordinate 
between secondary and postsecondary education 
programs, which may include early college pro-
grams with articulation agreements, dual or 
concurrent enrollment program opportunities, 
or programs of study; and 
‘‘(D) may include career exploration at the 
high school level or as early as the middle 
grades (as such term is defined in section 8101 
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of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801)).’’; 
(5) in paragraph (7)— 
(A) in subparagraph (A), by striking ‘‘(and 
parents, as appropriate)’’ and inserting ‘‘(and, 
as 
appropriate, 
parents 
and 
out-of-school 
youth)’’; and 
(B) in subparagraph (B), by striking ‘‘fi-
nancial aid,’’ and all that follows through the 
period at the end and inserting ‘‘financial aid, 
job training, secondary and postsecondary op-
tions (including baccalaureate degree pro-
grams), dual or concurrent enrollment pro-
grams, work-based learning opportunities, and 
support services.’’; 
(6) by inserting after paragraph (7) the fol-
lowing: 
‘‘(8) CAREER
PATHWAYS.—The term ‘career 
pathways’ has the meaning given the term in section 
3 of the Workforce Innovation and Opportunity Act 
(29 U.S.C. 3102).’’; 
(7) by inserting after paragraph (10) (as so re-
designated by paragraph (2)) the following: 
‘‘(11) CTE CONCENTRATOR.—The term ‘CTE 
concentrator’ means— 
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‘‘(A) at the secondary school level, a stu-
dent served by an eligible recipient who has— 
‘‘(i) completed three or more career 
and technical education courses; or 
‘‘(ii) completed at least two courses in 
a single career and technical education 
program or program of study; or 
‘‘(B) at the postsecondary level, a student 
enrolled in an eligible recipient who has— 
‘‘(i) earned at least 12 cumulative 
credits within a career and technical edu-
cation program or program of study; or 
‘‘(ii) completed such a program if the 
program encompasses fewer than 12 cred-
its or the equivalent in total. 
‘‘(12) CTE PARTICIPANT.—The term ‘CTE 
participant’ means an individual who completes not 
less than one course or earns not less than one cred-
it in a career and technical education program or 
program of study of an eligible recipient.’’; 
(8) by inserting after paragraph (13) (as so re-
designated by paragraph (2)) the following: 
‘‘(14) DUAL OR CONCURRENT ENROLLMENT.— 
The term ‘dual or concurrent enrollment’ has the 
meaning given the term in section 8101 of the Ele-
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mentary and Secondary Education Act of 1965 (20 
U.S.C. 7801). 
‘‘(15) EARLY
COLLEGE
HIGH
SCHOOL.—The 
term ‘early college high school’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801).’’; 
(9) by inserting after paragraph (17) (as so re-
designated by paragraph (2)) the following: 
‘‘(18) ELIGIBLE
ENTITY.—The term ‘eligible 
entity’ means a consortium that— 
‘‘(A) shall include at least two of the fol-
lowing: 
‘‘(i) a local educational agency; 
‘‘(ii) an educational service agency; 
‘‘(iii) an eligible institution; 
‘‘(iv) an area career and technical 
education school; 
‘‘(v) a State educational agency; or 
‘‘(vi) the Bureau of Indian Education; 
‘‘(B) may include a regional, State, or local 
public or private organization, including a com-
munity-based organization, one or more employ-
ers, or a qualified intermediary; and 
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‘‘(C) is led by an entity or partnership of 
entities described in subparagraph (A).’’; 
(10) by amending paragraph (19) (as so redes-
ignated by paragraph (2)) to read as follows: 
‘‘(19) ELIGIBLE INSTITUTION.—The term ‘eli-
gible institution’ means— 
‘‘(A) a consortium of two or more of the 
entities described in subparagraphs (B) through 
(F); 
‘‘(B) a public or nonprofit private institu-
tion of higher education that offers and will use 
funds provided under this title in support of ca-
reer and technical education courses that lead 
to technical skill proficiency, an industry-recog-
nized credential, a certificate, or an associate 
degree; 
‘‘(C) a local educational agency providing 
education at the postsecondary level; 
‘‘(D) an area career and technical edu-
cation school providing education at the post-
secondary level; 
‘‘(E) a postsecondary educational institu-
tion controlled by the Bureau of Indian Affairs 
or operated by or on behalf of any Indian tribe 
that is eligible to contract with the Secretary of 
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the Interior for the administration of programs 
under the Indian Self-Determination and Edu-
cation Assistance Act (25 U.S.C. 450 et seq.) 
or the Act of April 16, 1934 (25 U.S.C. 452 et 
seq.); or 
‘‘(F) an educational service agency.’’; 
(11) by adding after paragraph (20) (as so re-
designated by paragraph (2)) the following: 
‘‘(21) ENGLISH LEARNER.—The term ‘English 
learner’ means— 
‘‘(A) a secondary school student who is an 
English learner, as defined in section 8101 of 
the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 7801); or 
‘‘(B) an adult or an out-of-school youth 
who has limited ability in speaking, reading, 
writing, or understanding the English language 
and— 
‘‘(i) whose native language is a lan-
guage other than English; or 
‘‘(ii) who lives in a family environment 
in which a language other than English is 
the dominant language. 
‘‘(22) EVIDENCE-BASED.—The term ‘evidence- 
based’ has the meaning given the term in section 
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8101(21)(A) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801(21)(A)).’’; 
(12) by inserting after paragraph (23) (as so 
redesignated by paragraph (2)) the following: 
‘‘(24) IN-DEMAND INDUSTRY SECTOR OR OCCU-
PATION.—The term ‘in-demand industry sector or 
occupation’ has the meaning given the term in sec-
tion 3 of the Workforce Innovation and Opportunity 
Act (29 U.S.C. 3102).’’; 
(13) by inserting after paragraph (25) (as so 
redesignated by paragraph (2)) the following: 
‘‘(26) INDUSTRY OR SECTOR PARTNERSHIP.— 
The term ‘industry or sector partnership’ has the 
meaning given the term in section 3 of the Work-
force Innovation and Opportunity Act (29 U.S.C. 
3102).’’; 
(14) by inserting after paragraph (28) (as so 
redesignated by paragraph (2)) the following: 
‘‘(29) 
LOCAL
WORKFORCE
DEVELOPMENT 
BOARD.—The term ‘local workforce development 
board’ means a local workforce development board 
established under section 107 of the Workforce In-
novation and Opportunity Act.’’; 
(15) by inserting after paragraph (30) (as so 
redesignated by paragraph (2)) the following: 
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‘‘(31) OUT-OF-SCHOOL YOUTH.—The term ‘out- 
of-school youth’ has the meaning given the term in 
section 3 of the Workforce Innovation and Oppor-
tunity Act (29 U.S.C. 3102).’’; 
(16) by inserting after paragraph (32) (as so 
redesignated by paragraph (2)) the following: 
‘‘(33) PARAPROFESSIONAL.—The term ‘para-
professional’ has the meaning given the term in sec-
tion 8101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801). 
‘‘(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 
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with Disabilities Act of 1990 (42 U.S.C. 12101 
et seq.), or any other law.’’; 
(17) 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 
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 
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‘‘(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 
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 
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the Workforce Innovation and Opportunity Act (29 
U.S.C. 3102).’’; 
(18) 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; 
(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).’’; 
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(19) 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-
tion 8101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801).’’; 
(20) in paragraph (45) (as so redesignated by 
paragraph (2)) by inserting ‘‘(including paraprofes-
sionals and specialized instructional support per-
sonnel)’’ after ‘‘supportive personnel’’; and 
(21) 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 
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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’’; 
(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 period at the end and inserting ‘‘Federal Gov-
ernment— 
‘‘(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 
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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 
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 
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‘‘(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). 
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 2018; 
‘‘(2) $1,148,618,465 for fiscal year 2019; 
‘‘(3) $1,164,450,099 for fiscal year 2020; 
‘‘(4) $1,180,499,945 for fiscal year 2021; 
‘‘(5) $1,196,771,008 for fiscal year 2022; and 
‘‘(6) $1,213,266,339 for fiscal year 2023.’’. 
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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 2018, 
2019, and 2020, no State’’; 
(2) by redesignating subparagraph (B) as sub-
paragraph (C); 
(3) by inserting after subparagraph (A), as 
amended by paragraph (1), the following: 
‘‘(B) FISCAL YEAR 2021 AND EACH SUC-
CEEDING FISCAL YEAR.—For fiscal year 2021 
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)’’. 
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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 
(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; 
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‘‘(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 
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); 
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(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: 
‘‘(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 
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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 
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, as defined in sec-
tion 
3(11)(A)(ii), 
graduating 
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from high school having attained 
recognized postsecondary creden-
tials; 
‘‘(bb) the percentage of CTE 
concentrators, as defined in sec-
tion 
3(11)(A)(ii), 
graduating 
from high school having attained 
postsecondary credits in the rel-
evant career and technical edu-
cational program or program of 
study earned through dual and 
concurrent enrollment or another 
credit transfer agreement; or 
‘‘(cc) the percentage of CTE 
concentrators, as defined in sec-
tion 
3(11)(A)(ii), 
graduating 
from high school having partici-
pated in work-based learning; 
and 
‘‘(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, 
as 
defined 
in 
section 
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3(11)(A)(ii), 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. 
‘‘(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-
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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, 
shall establish and identify in the State 
plan submitted under section 122, for the 
first 2 program years covered by the State 
plan, State levels of performance for each 
of the core indicators of performance de-
scribed in subparagraphs (A) and (B) of 
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paragraph (2) for career and technical 
education activities authorized under this 
title. The levels of performance established 
under this subparagraph shall, at a min-
imum— 
‘‘(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 
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-
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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 
procedure described in subsections (d) and 
(f) of section 122.’’; 
(ii) by striking subparagraph (B) and 
inserting the following: 
‘‘(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-
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seminate the actual levels of performance de-
scribed in this subparagraph.’’; and 
(iii) by adding at the end the fol-
lowing: 
‘‘(C) ESTABLISHMENT OF LEVELS OF PER-
FORMANCE.—An eligible agency shall establish 
State levels of performance under subparagraph 
(A) in a manner consistent with the procedure 
adopted by the eligible agency under section 
122(d)(9).’’; 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)— 
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(aa) by striking ‘‘third and 
fifth program years’’ and insert-
ing ‘‘third program year’’; and 
(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: 
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‘‘(IV) the eligible recipient’s abil-
ity and capacity to collect and access 
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 
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the Director of the Institute for Education 
Sciences,’’; and 
(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 
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(iii) by striking ‘‘and assessment’’; 
and 
(B) in paragraph (2)— 
(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)— 
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(I) in clause (v), by striking ‘‘; 
and’’ and inserting a semicolon; 
(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 
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which funds are appropriated to carry 
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 in-
serting ‘‘Strengthening Career and 
Technical Education for the 21st Cen-
tury 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— 
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‘‘(i) the extent and success of the inte-
gration of challenging State academic 
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 
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science, skills are critical), or for participa-
tion in postsecondary education; 
‘‘(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 extent to which career and 
technical education programs supported by 
this Act are grounded on evidence-based 
research; 
‘‘(vii) the impact of the amendments 
to this Act made under the Strengthening 
Career and Technical Education for the 
21st Century Act, including comparisons, 
where appropriate, of— 
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‘‘(I) the use of the comprehensive 
needs 
assessment 
under 
section 
134(b); 
‘‘(II) the implementation of pro-
grams of study; and 
‘‘(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.); 
‘‘(viii) 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 
‘‘(ix) 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’’; 
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(bb) in subclause (I)— 
(AA) by striking ‘‘as-
sessment’’ 
and 
inserting 
‘‘evaluation and summary of 
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-
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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-
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 evidence-based and innovative strate-
gies and activities to improve career and tech-
nical education and align workforce skills with 
labor market needs as part of the plan devel-
oped 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 
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‘‘(ii) rigorously evaluate such innova-
tions. 
‘‘(B) MATCHING FUNDS.— 
‘‘(i) MATCHING FUNDS REQUIRED.— 
Except as provided under clause (ii), to re-
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; 
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‘‘(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, 
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. 
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‘‘(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 
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 
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‘‘(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 
‘‘(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; 
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‘‘(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; 
‘‘(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; 
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‘‘(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; 
‘‘(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; 
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‘‘(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 
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 2018; 
‘‘(2) $7,626,980 for fiscal year 2019; 
‘‘(3) $7,732,104 for fiscal year 2020; 
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‘‘(4) $7,838,677 for fiscal year 2021; 
‘‘(5) $7,946,719 for fiscal year 2022; and 
‘‘(6) $8,056,251 for fiscal year 2023.’’. 
SEC. 114. ASSISTANCE FOR THE OUTLYING AREAS. 
Section 115 (20 U.S.C. 2325) is amended— 
(1) in subsection (a)(3), by striking ‘‘subject to 
subsection (d)’’ and inserting ‘‘subject to subsection 
(b)’’; 
(2) by striking subsections (b) and (c); and 
(3) by redesignating subsection (d) as 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 2018; 
‘‘(2) $8,515,989 for fiscal year 2019; 
‘‘(3) $8,633,367 for fiscal year 2020; 
‘‘(4) $8,752,362 for fiscal year 2021; 
‘‘(5) $8,872,998 for fiscal year 2022; and 
‘‘(6) $8,995,296 for fiscal year 2023.’’. 
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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— 
(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, faculty, specialized in-
structional 
support 
personnel, 
paraprofes-
sionals, school leaders, authorized public char-
tering agencies, and charter school leaders, con-
sistent with State law, employers, labor organi-
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zations, parents, students, and community orga-
nizations)’’; and 
(2) by amending subsections (b), (c), (d), and 
(e) to read as follows: 
‘‘(b) OPTIONS FOR SUBMISSION OF STATE PLAN.— 
‘‘(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 
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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, faculty, school 
leaders, specialized instructional support 
personnel (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 
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‘‘(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-
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 
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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; 
‘‘(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— 
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‘‘(i) make information on approved 
programs of study and career pathways, 
including career exploration, work-based 
learning opportunities, dual and concurrent 
enrollment opportunities, and guidance and 
advisement 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; 
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‘‘(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 
schools, postsecondary institutions, and 
employers, which may include the develop-
ment of articulation agreements described 
in section 124(b)(3); 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 
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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-
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 
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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— 
‘‘(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-
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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; 
‘‘(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.— 
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‘‘(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— 
‘‘(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.— 
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‘‘(1) IN
GENERAL.—The Secretary shall ap-
prove a State plan not later than 120 days after its 
submission to the Secretary unless the Secretary— 
‘‘(A) determines that the State plan does 
not meet the requirements of this Act, including 
the requirements described in section 113; and 
‘‘(B) meets the requirements of paragraph 
(2) with respect to such plan. 
‘‘(2) DISAPPROVAL.—The Secretary shall— 
‘‘(A) have the authority to disapprove a 
State plan only if the Secretary— 
‘‘(i) determines how the State plan 
fails to meet the requirements of this Act; 
and 
‘‘(ii) provides to the eligible agency, in 
writing, notice of such determination and 
the supporting information and rationale 
to substantiate such determination; and 
‘‘(B) 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.’’. 
SEC. 122. IMPROVEMENT PLANS. 
Section 123 (20 U.S.C. 2343) is amended— 
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(1) in subsection (a)— 
(A) in paragraph (1)— 
(i) by striking ‘‘percent of an agreed 
upon’’ and inserting ‘‘percent of the’’; and 
(ii) by striking ‘‘appropriate agen-
cies,’’ and inserting ‘‘appropriate State 
agencies,’’; 
(B) in paragraph (2)— 
(i) by striking ‘‘purposes of this Act,’’ 
and inserting ‘‘purposes of this section, in-
cluding after implementation of the im-
provement plan described in paragraph 
(1),’’ and 
(ii) by striking ‘‘work with the eligible 
agency’’ and inserting ‘‘provide the eligible 
agency technical assistance’’; and 
(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 
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plan required under paragraph (1), the eligible 
agency— 
‘‘(i) shall develop and implement, in 
consultation with the stakeholders de-
scribed in section 122(c)(1)(A), a revised 
improvement plan (with special consider-
ation of performance gaps identified under 
section 113(c)(2)(B)) to address the rea-
sons for such failure; and 
‘‘(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.’’; 
(ii) by redesignating subparagraph 
(B) as subparagraph (C); 
(iii) by inserting after subparagraph 
(A), the following: 
‘‘(B) REVISED
PERFORMANCE
IMPROVE-
MENT PLAN IMPLEMENTATION.—The Secretary 
shall provide technical assistance, monitoring, 
and oversight to each eligible agency with a 
plan revised under subparagraph (A)(i) until 
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such agency meets the requirements of subpara-
graph (A)(ii).’’; and 
(iv) in subparagraph (C), as redesig-
nated by clause (ii), 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: 
‘‘(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 
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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 
‘‘waive the requirements of sub-
paragraph (A)’’; 
(II) in clause (i), by striking ‘‘or’’ 
at the end; 
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(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 
‘‘(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).’’; 
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(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: 
‘‘(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; 
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‘‘(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; 
‘‘(B) prepares career and technical edu-
cation teachers, faculty, specialized instructional 
support personnel, and paraprofessionals to 
provide appropriate accommodations for stu-
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dents who are members of special populations, 
including through the use of principles of uni-
versal 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; 
‘‘(ii) eligible recipients effectively de-
veloping connections between secondary 
education and postsecondary education and 
training; 
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‘‘(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; 
‘‘(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-
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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; 
‘‘(9) support for the integration of employ-
ability skills into career and technical education pro-
grams and programs of study; 
‘‘(10) support for programs and activities that 
increase access, student engagement, and success in 
science, technology, engineering, and mathematics 
fields (including computer science), particularly for 
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students who are members of groups underrep-
resented in such subject fields, such as female stu-
dents, minority students, and students who are 
members of special populations; 
‘‘(11) support for career and technical student 
organizations, especially with respect to efforts to in-
crease the participation of students who are mem-
bers of special populations; 
‘‘(12) support for establishing and expanding 
work-based learning opportunities; 
‘‘(13) support for preparing, retaining, and 
training of career and technical education teachers, 
faculty, specialized instructional support personnel, 
and paraprofessionals, such as preservice, profes-
sional development, and leadership development pro-
grams; 
‘‘(14) integrating and aligning programs of 
study and career pathways; 
‘‘(15) supporting the use of career and tech-
nical education programs and programs of study 
aligned with State, regional, or local in-demand in-
dustry sectors or occupations identified by State or 
local workforce development boards; 
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‘‘(16) making all forms of instructional content 
widely available, which may include use of open edu-
cational resources; 
‘‘(17) support for the integration of arts and 
design skills, when appropriate, into career and tech-
nical education programs and programs of study; 
and 
‘‘(18) support for accelerated learning programs 
(described in section 4104(b)(3)(A)(i)(IV) of the El-
ementary and Secondary Education Act of 1965 (20 
U.S.C. 7114(b)(3)(A)(i)(IV)) when any such pro-
gram is part of a program of study.’’. 
PART C—LOCAL PROVISIONS 
SEC. 131. LOCAL APPLICATION FOR CAREER AND TECH-
NICAL EDUCATION PROGRAMS. 
Section 134 (20 U.S.C. 2354) is amended— 
(1) in the section heading by striking ‘‘LOCAL 
PLAN’’ and inserting ‘‘LOCAL APPLICATION’’; 
(2) in subsection (a)— 
(A) in the heading, by striking ‘‘LOCAL 
PLAN’’ and inserting ‘‘LOCAL APPLICATION’’; 
(B) by striking ‘‘submit a local plan’’ and 
inserting ‘‘submit a local application’’; and 
(C) by striking ‘‘Such local plan’’ and in-
serting ‘‘Such local application’’; and 
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(3) by striking subsection (b) and inserting the 
following: 
‘‘(b) CONTENTS.—The eligible agency shall deter-
mine the requirements for local applications, except that 
each local application shall contain— 
‘‘(1) a description of the results of the com-
prehensive needs assessment conducted under sub-
section (c); 
‘‘(2) information on the programs of study ap-
proved by a State under section 124(b)(2) supported 
by the eligible recipient with funds under this part, 
including— 
‘‘(A) how the results of the comprehensive 
needs assessment described in subsection (c) in-
formed the selection of the specific career and 
technical education programs and activities se-
lected to be funded; and 
‘‘(B) a description of any new programs of 
study the eligible recipient will develop and sub-
mit to the State for approval; 
‘‘(3) a description of how the eligible recipient 
will provide— 
‘‘(A) career exploration and career develop-
ment coursework, activities, or services; 
‘‘(B) career information; and 
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‘‘(C) an organized system of career guid-
ance and academic counseling to students be-
fore enrolling and while participating in a ca-
reer and technical education program; and 
‘‘(4) a description of how the eligible recipient 
will— 
‘‘(A) provide activities to prepare special 
populations for high-skill, high-wage, or in-de-
mand occupations that will lead to self-suffi-
ciency; and 
‘‘(B) prepare CTE participants for non-
traditional fields. 
‘‘(c) COMPREHENSIVE NEEDS ASSESSMENT.— 
‘‘(1) IN GENERAL.—To be eligible to receive fi-
nancial assistance under this part, an eligible recipi-
ent shall— 
‘‘(A) conduct a comprehensive local needs 
assessment related to career and technical edu-
cation; and 
‘‘(B) not less than once every 2 years, up-
date such comprehensive local needs assess-
ment. 
‘‘(2) 
REQUIREMENTS.—The 
comprehensive 
local needs assessment described under paragraph 
(1) shall include— 
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‘‘(A) an evaluation of the performance of 
the students served by the eligible recipient 
with respect to State and local adjusted levels 
of performance established pursuant to section 
113, including an evaluation of performance for 
special populations; 
‘‘(B) a description of how career and tech-
nical education programs offered by the eligible 
recipient are— 
‘‘(i) sufficient in size, scope, and qual-
ity to meet the needs of all students served 
by the eligible recipient; and 
‘‘(ii)(I) aligned to State, regional, or 
local in-demand industry sectors or occupa-
tions identified by the State or local work-
force development board, including career 
pathways, where appropriate; or 
‘‘(II) designed to meet local education 
or economic needs not identified by State 
or local workforce development boards; 
‘‘(C) an evaluation of progress toward the 
implementation of career and technical edu-
cation programs and programs of study; 
‘‘(D) an evaluation of strategies needed to 
overcome barriers that result in lowering rates 
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of access to, or lowering success in, career and 
technical education programs for special popu-
lations, which may include strategies to estab-
lish or utilize existing flexible learning and 
manufacturing facilities, such as makerspaces; 
‘‘(E) a description of how the eligible re-
cipient will improve recruitment, retention, and 
training of career and technical education 
teachers, faculty, specialized instructional sup-
port personnel, paraprofessionals, and career, 
academic, and guidance counselors, including 
individuals in groups underrepresented in such 
professions; and 
‘‘(F) a description of how the eligible re-
cipient will support the transition to teaching 
from business and industry. 
‘‘(d) CONSULTATION.—In conducting the comprehen-
sive needs assessment under subsection (c), an eligible re-
cipient shall involve a diverse body of stakeholders, includ-
ing, at a minimum— 
‘‘(1) representatives of career and technical 
education programs in a local educational agency or 
educational service agency, including teachers and 
administrators; 
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‘‘(2) representatives of career and technical 
education programs at postsecondary educational in-
stitutions, including faculty and administrators; 
‘‘(3) representatives of State or local workforce 
development boards and a range of local or regional 
businesses or industries; 
‘‘(4) parents and students; 
‘‘(5) representatives of special populations; and 
‘‘(6) representatives of local agencies serving 
out-of-school youth, homeless children and youth, 
and at-risk youth (as defined in section 1432 of the 
Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6472)). 
‘‘(e) CONTINUED CONSULTATION.—An eligible re-
cipient receiving financial assistance under this part shall 
consult with the entities described in subsection (d) on an 
ongoing basis to— 
‘‘(1) provide input on annual updates to the 
comprehensive needs assessment required under sub-
section (c); 
‘‘(2) ensure programs of study are— 
‘‘(A) responsive to community employment 
needs; 
‘‘(B) aligned with employment priorities in 
the State, regional, or local economy identified 
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by employers and the entities described in sub-
section (d), which may include in-demand in-
dustry sectors or occupations identified by the 
local workforce development board; 
‘‘(C) informed by labor market informa-
tion, including information provided under sec-
tion 15(e)(2)(C) of the Wagner-Peyser Act (29 
U.S.C. 491–2(e)(2)(C)); 
‘‘(D) designed to meet current, inter-
mediate, or long-term labor market projections; 
and 
‘‘(E) allow employer input, including input 
from industry or sector partnerships in the local 
area, where applicable, into the development 
and implementation of programs of study to en-
sure programs align with skills required by local 
employment opportunities, including activities 
such as the identification of relevant standards, 
curriculum, industry-recognized credentials, and 
current technology and equipment; 
‘‘(3) identify and encourage opportunities for 
work-based learning; and 
‘‘(4) ensure funding under this part is used in 
a coordinated manner with other local resources.’’. 
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SEC. 132. LOCAL USES OF FUNDS. 
Section 135 (20 U.S.C. 2355) is amended to read as 
follows: 
‘‘SEC. 135. LOCAL USES OF FUNDS. 
‘‘(a) GENERAL AUTHORITY.—Each eligible recipient 
that receives funds under this part shall use such funds 
to develop, coordinate, implement, or improve career and 
technical education programs to meet the needs identified 
in the comprehensive needs assessment described in sec-
tion 134(c). 
‘‘(b) REQUIREMENTS FOR USES OF FUNDS.—Funds 
made available to eligible recipients under this part shall 
be used to support career and technical education pro-
grams that are of sufficient size, scope, and quality to be 
effective and— 
‘‘(1) provide career exploration and career de-
velopment activities through an organized, system-
atic framework designed to aid students, before en-
rolling and while participating in a career and tech-
nical education program, in making informed plans 
and decisions about future education and career op-
portunities and programs of study, which may in-
clude— 
‘‘(A) introductory courses or activities fo-
cused on career exploration and career aware-
ness; 
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‘‘(B) readily available career and labor 
market information, including information on— 
‘‘(i) occupational supply and demand; 
‘‘(ii) educational requirements; 
‘‘(iii) other information on careers 
aligned to State or local economic prior-
ities; and 
‘‘(iv) employment sectors; 
‘‘(C) programs and activities related to the 
development of student graduation and career 
plans; 
‘‘(D) career guidance and academic coun-
selors that provide information on postsec-
ondary education and career options; or 
‘‘(E) any other activity that advances 
knowledge of career opportunities and assists 
students in making informed decisions about 
future education and employment goals; 
‘‘(2) provide professional development for teach-
ers, principals, school leaders, administrators, fac-
ulty, and career and guidance counselors with re-
spect to content and pedagogy that— 
‘‘(A) supports individualized academic and 
career and technical education instructional ap-
proaches, including the integration of academic 
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and career and technical education standards 
and curriculum; 
‘‘(B) ensures labor market information is 
used to inform the programs, guidance, and ad-
visement offered to students; 
‘‘(C) provides educators with opportunities 
to advance knowledge, skills, and understanding 
of all aspects of an industry, including the lat-
est workplace equipment, technologies, stand-
ards, and credentials; 
‘‘(D) supports administrators in managing 
career and technical education programs in the 
schools, institutions, or local educational agen-
cies of such administrators; 
‘‘(E) supports the implementation of strat-
egies to improve student achievement and close 
gaps in student participation and performance 
in career and technical education programs; and 
‘‘(F) provides educators with opportunities 
to advance knowledge, skills, and understanding 
in pedagogical practices, including, to the extent 
the eligible recipient determines that such evi-
dence is reasonably available, evidence-based 
pedagogical practices; 
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‘‘(3) provide career and technical education stu-
dents, including special populations, with the skills 
necessary to pursue high-skill, high-wage occupa-
tions; 
‘‘(4) support integration of academic skills into 
career and technical education programs and pro-
grams of study to support CTE participants at the 
secondary school level in meeting the challenging 
State academic standards adopted under section 
1111(b)(1) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6311(b)(1)) by the 
State in which the eligible recipient is located; 
‘‘(5) plan and carry out elements that support 
the implementation of career and technical education 
programs and programs of study and student 
achievement of the local adjusted levels of perform-
ance established under section 113, which may in-
clude— 
‘‘(A) curriculum aligned with the require-
ments for a program of study; 
‘‘(B) sustainable relationships among edu-
cation, business and industry, and other com-
munity stakeholders, including industry or sec-
tor partnerships in the local area, where appli-
cable, that are designed to facilitate the process 
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of continuously updating and aligning programs 
of study with skills in demand in the State, re-
gional, or local economy; 
‘‘(C) dual or concurrent enrollment pro-
grams, including early college high schools, and 
the development or implementation of articula-
tion agreements; 
‘‘(D) appropriate equipment, technology, 
and instructional materials (including support 
for library resources) aligned with business and 
industry needs, including machinery, testing 
equipment, tools, implements, hardware and 
software, and other new and emerging instruc-
tional materials; 
‘‘(E) a continuum of work-based learning 
opportunities; 
‘‘(F) 
industry-recognized 
certification 
exams or other assessments leading toward in-
dustry-recognized postsecondary credentials; 
‘‘(G) efforts to recruit and retain career 
and technical education program administrators 
and educators; 
‘‘(H) where applicable, coordination with 
other education and workforce development pro-
grams and initiatives, including career path-
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ways and sector partnerships developed under 
the Workforce Innovation and Opportunity Act 
(29 U.S.C. 3101 et seq.) and other Federal 
laws and initiatives that provide students with 
transition-related services, including the Indi-
viduals with Disabilities Education Act (20 
U.S.C. 1400 et seq.); 
‘‘(I) expanding opportunities for students 
to participate in distance career and technical 
education and blended-learning programs; 
‘‘(J) expanding opportunities for students 
to participate in competency-based education 
programs; 
‘‘(K) improving career guidance and aca-
demic counseling programs that assist students 
in making informed academic and career and 
technical education decisions, including aca-
demic and financial aid counseling; 
‘‘(L) supporting the integration of employ-
ability skills into career and technical education 
programs and programs of study; 
‘‘(M) supporting programs and activities 
that increase access, student engagement, and 
success in science, technology, engineering, and 
mathematics fields (including computer science) 
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for students who are members of groups under-
represented in such subject fields; 
‘‘(N) providing career and technical edu-
cation, in a school or other educational setting, 
for adults or a school-aged individual who has 
dropped out of a secondary school to complete 
secondary school education or upgrade technical 
skills; 
‘‘(O) career and technical student organi-
zations, including student preparation for and 
participation in technical skills competitions 
aligned with career and technical education pro-
gram standards and curriculum; 
‘‘(P) making all forms of instructional con-
tent widely available, which may include use of 
open educational resources; 
‘‘(Q) supporting the integration of arts and 
design skills, when appropriate, into career and 
technical education programs and programs of 
study; 
‘‘(R) where appropriate, expanding oppor-
tunities for CTE concentrators to participate in 
accelerated learning programs (described in sec-
tion 4104(b)(3)(A)(i)(IV) of the Elementary 
and Secondary Education Act of 1965 (20 
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U.S.C. 7114(b)(3)(A)(i)(IV)) as part of a pro-
gram of study; and 
‘‘(S) other activities to improve career and 
technical education programs; and 
‘‘(6) develop and implement evaluations of the 
activities carried out with funds under this part, in-
cluding evaluations necessary to complete the com-
prehensive needs assessment required under section 
134(c) and the local report required under section 
113(b)(4)(C). 
‘‘(c) POOLING FUNDS.—An eligible recipient may 
pool a portion of funds received under this Act with a por-
tion of funds received under this Act available to not less 
than one other eligible recipient to support implementation 
of programs of study through the activities described in 
subsection (b)(2). 
‘‘(d) ADMINISTRATIVE COSTS.—Each eligible recipi-
ent receiving funds under this part shall not use more than 
5 percent of such funds for costs associated with the ad-
ministration of activities under this section.’’. 
TITLE II—GENERAL PROVISIONS 
SEC. 201. FEDERAL AND STATE ADMINISTRATIVE PROVI-
SIONS. 
The Act (20 U.S.C. 2301 et seq.) is amended— 
(1) in section 311(b)— 
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(A) in paragraph (1)— 
(i) by amending subparagraph (A) to 
read as follows: 
‘‘(A) IN GENERAL.—Except as provided in 
subparagraph (B), (C), or (D), in order for a 
State to receive its full allotment of funds under 
this Act for any fiscal year, the Secretary must 
find that the State’s fiscal effort per student, or 
the aggregate expenditures of such State, with 
respect to career and technical education for 
the preceding fiscal year was not less than the 
fiscal effort per student, or the aggregate ex-
penditures of such State, for the second pre-
ceding fiscal year.’’; 
(ii) in subparagraph (B), by striking 
‘‘shall exclude capital expenditures, special 
1-time project costs, and the cost of pilot 
programs.’’ and inserting ‘‘shall, at the re-
quest of the State, exclude competitive or 
incentive-based programs established by 
the State, capital expenditures, special one- 
time project costs, and the cost of pilot 
programs.’’; and 
(iii) by adding after subparagraph 
(C), the following new subparagraph: 
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‘‘(D) ESTABLISHING
THE
STATE
BASE-
LINE.— 
‘‘(i) IN
GENERAL.—For purposes of 
subparagraph (A), the State may— 
‘‘(I) continue to use the State’s 
fiscal effort per student, or aggregate 
expenditures of such State, with re-
spect to career and technical edu-
cation, as was in effect on the day be-
fore the date of enactment of the 
Strengthening Career and Technical 
Education for the 21st Century Act; 
or 
‘‘(II) establish a new level of fis-
cal effort per student, or aggregate 
expenditures of such State, with re-
spect to career and technical edu-
cation, which is not less than 90 per-
cent of the State’s fiscal effort per 
student, or the aggregate expenditures 
of such State, with respect to career 
and technical education for the pre-
ceding fiscal year. 
‘‘(ii) AMOUNT.—The amount of the 
new level described in clause (i)(II) shall 
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be the State’s fiscal effort per student, or 
aggregate expenditures of such State, with 
respect to career and technical education, 
for the first full fiscal year following the 
enactment of the Strengthening Career 
and Technical Education for the 21st Cen-
tury Act.’’; and 
(B) by striking paragraph (2) and insert-
ing the following: 
‘‘(2) FAILURE TO MEET.—The Secretary shall 
reduce the amount of a State’s allotment of funds 
under this Act for any fiscal year in the exact pro-
portion by which the State fails to meet the require-
ment of paragraph (1) by falling below the State’s 
fiscal effort per student or the State’s aggregate ex-
penditures (using the measure most favorable to the 
State), if the State failed to meet such requirement 
(as determined using the measure most favorable to 
the State) for 1 or more of the 5 immediately pre-
ceding fiscal years. 
‘‘(3) WAIVER.—The Secretary may waive para-
graph (2) due to exceptional or uncontrollable cir-
cumstances affecting the ability of the State to meet 
the requirement of paragraph (1).’’; 
(2) in section 317(b)(1)— 
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(A) by striking ‘‘may, upon written re-
quest, use funds made available under this Act 
to’’ and inserting ‘‘may use funds made avail-
able under this Act to’’; and 
(B) by striking ‘‘who reside in the geo-
graphical area served by’’ and inserting ‘‘lo-
cated in or near the geographical area served 
by’’; 
(3) by striking title II and redesignating title 
III as title II; 
(4) by redesignating sections 311 through 318 
as sections 211 through 218, respectively; 
(5) by redesignating sections 321 through 324 
as sections 221 through 224, respectively; and 
(6) by inserting after section 218 (as so redes-
ignated) the following: 
‘‘SEC. 219. STUDY ON PROGRAMS OF STUDY ALIGNED TO 
HIGH-SKILL, HIGH-WAGE OCCUPATIONS. 
‘‘(a) SCOPE OF STUDY.—The Comptroller General of 
the United States shall conduct a study to evaluate— 
‘‘(1) the strategies, components, policies, and 
practices used by eligible agencies or eligible recipi-
ents receiving funding under this Act to successfully 
assist— 
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‘‘(A) all students in pursuing and com-
pleting programs of study aligned to high-skill, 
high-wage occupations; and 
‘‘(B) any specific subgroup of students 
identified in section 1111(h)(1)(C)(ii) of the El-
ementary and Secondary Education Act of 1965 
(20 U.S.C. 6311(h)(1)(C)(ii)) in pursuing and 
completing programs of study aligned to high- 
skill, high-wage occupations in fields in which 
such subgroup is underrepresented; and 
‘‘(2) any challenges associated with replication 
of such strategies, components, policies, and prac-
tices. 
‘‘(b) CONSULTATION.—In carrying out the study con-
ducted under subsection (a), the Comptroller General of 
the United States shall consult with a geographically di-
verse (including urban, suburban, and rural) representa-
tion of— 
‘‘(1) students and parents; 
‘‘(2) eligible agencies and eligible recipients; 
‘‘(3) teachers, faculty, specialized instructional 
support personnel, and paraprofessionals, including 
those with expertise in preparing CTE students for 
nontraditional fields; 
‘‘(4) special populations; and 
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‘‘(5) representatives of business and industry. 
‘‘(c) SUBMISSION.—Upon completion, the Comp-
troller General of the United States shall submit the study 
conducted under subsection (a) to the Committee on Edu-
cation and the Workforce of the House of Representatives 
and the Committee on Health, Education, Labor, and 
Pensions of the Senate.’’. 
TITLE III—AMENDMENTS TO 
THE WAGNER-PEYSER ACT 
SEC. 301. STATE RESPONSIBILITIES. 
Section 15(e)(2) of the Wagner-Peyser Act (29 
U.S.C. 49l–2(e)(2)) is amended— 
(1) by striking subparagraph (B) and inserting 
the following: 
‘‘(B) consult with eligible agencies (defined 
in section 3 of the Carl D. Perkins Career and 
Technical Education Act of 2006 (20 U.S.C. 
2302)), State educational agencies, and local 
educational agencies concerning the provision of 
workforce and labor market information in 
order to— 
‘‘(i) meet the needs of secondary 
school and postsecondary school students 
who seek such information; and 
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‘‘(ii) annually inform the development 
and implementation of programs of study 
defined in section 3 of the Carl D. Perkins 
Career and Technical Education Act of 
2006 (20 U.S.C. 2302), and career path-
ways;’’; 
(2) in subparagraph (G), by striking ‘‘and’’ at 
the end; 
(3) in subparagraph (H), by striking the period 
at the end and inserting ‘‘; and’’; and 
(4) by inserting after subparagraph (H) the fol-
lowing new subparagraph: 
‘‘(I) provide, on an annual and timely basis 
to each eligible agency (defined in section 3 of 
the Carl D. Perkins Career and Technical Edu-
cation Act of 2006 (20 U.S.C. 2302)), the data 
and information described in subparagraphs (A) 
and (B) of subsection (a)(1).’’. 
Passed the House of Representatives June 22, 2017. 
Attest: 
KAREN L. HAAS, 
Clerk. 
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