IB 
Union Calendar No. 109 
115TH CONGRESS 
1ST SESSION H. R. 2353 
[Report No. 115–164] 
To reauthorize the Carl D. Perkins Career and Technical Education Act 
of 2006. 
IN THE HOUSE OF REPRESENTATIVES 
MAY 4, 2017 
Mr. THOMPSON of Pennsylvania (for himself, Mr. BYRNE, Mr. SMUCKER, Mr. 
FERGUSON, Mr. KRISHNAMOORTHI, Ms. CLARK of Massachusetts, Mr. 
LANGEVIN, and Mr. NOLAN) introduced the following bill; which was re-
ferred to the Committee on Education and the Workforce 
JUNE 7, 2017 
Additional sponsors: Ms. STEFANIK, Mr. LEWIS of Minnesota, Ms. FOXX, Mr. 
SCOTT of Virginia, Ms. BONAMICI, Mr. SCHRADER, Mr. MEEHAN, Mr. 
MITCHELL, Mr. COURTNEY, Mr. GROTHMAN, Mr. NORCROSS, Mr. MOON-
EY of West Virginia, Mr. CULBERSON, Mr. HULTGREN, Mr. WILSON of 
South Carolina, Mr. COSTELLO of Pennsylvania, Mr. BISHOP of Michi-
gan, Mr. STIVERS, Mr. JENKINS of West Virginia, Mr. CARTWRIGHT, Mr. 
CURBELO of Florida, Mr. MESSER, Mr. PETERS, Mr. GUTHRIE, Mr. ROE 
of Tennessee, Mr. ALLEN, Mr. BARLETTA, Mr. WALBERG, Mr. ESTES of 
Kansas, Mr. GARRETT, Mr. ROKITA, Mr. ROUZER, and Mr. GALLAGHER 
JUNE 7, 2017 
Reported with an amendment, committed to the Committee of the Whole 
House on the State of the Union, and ordered to be printed 
[Strike out all after the enacting clause and insert the part printed in italic] 
[For text of introduced bill, see copy of bill as introduced on May 4, 2017] 
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A BILL 
To reauthorize the Carl D. Perkins Career and Technical 
Education Act of 2006. 
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Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
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 Education 
Act of 2006. 
Sec. 6. Purpose. 
Sec. 7. Definitions. 
Sec. 8. Transition provisions. 
Sec. 9. Prohibitions. 
Sec. 10. Authorization of appropriations. 
TITLE I—CAREER AND TECHNICAL EDUCATION ASSISTANCE TO 
THE STATES 
PART A—ALLOTMENT AND ALLOCATION 
Sec. 110. Reservations and State allotment. 
Sec. 111. Within State allocation. 
Sec. 112. Accountability. 
Sec. 113. National activities. 
Sec. 114. Assistance for the outlying areas. 
Sec. 115. 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. 
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TITLE III—AMENDMENTS TO THE WAGNER-PEYSER ACT 
Sec. 301. State responsibilities. 
SEC. 3. REFERENCES. 
Except as otherwise expressly provided, whenever in 
this Act an amendment or repeal is expressed in terms of 
an amendment to, or repeal of, a section or other provision, 
the reference shall be considered to be made to a section or 
other provision of the Carl D. Perkins Career and Technical 
Education Act of 2006 (20 U.S.C. 2301 et seq.). 
SEC. 4. EFFECTIVE DATE. 
This Act, and the amendments made by this Act, shall 
take effect beginning on July 1, 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. 
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‘‘Sec. 113. Accountability. 
‘‘Sec. 114. National activities. 
‘‘Sec. 115. Assistance for the outlying areas. 
‘‘Sec. 116. Native American programs. 
‘‘Sec. 117. Tribally controlled postsecondary career and technical institutions. 
‘‘PART B—STATE PROVISIONS 
‘‘Sec. 121. State administration. 
‘‘Sec. 122. State plan. 
‘‘Sec. 123. Improvement plans. 
‘‘Sec. 124. State leadership activities. 
‘‘PART C—LOCAL PROVISIONS 
‘‘Sec. 131. Distribution of funds to secondary education programs. 
‘‘Sec. 132. Distribution of funds for postsecondary education programs. 
‘‘Sec. 133. Special rules for career and technical education. 
‘‘Sec. 134. Local application for career and technical education programs. 
‘‘Sec. 135. Local uses of funds. 
‘‘TITLE II—GENERAL PROVISIONS 
‘‘PART A—FEDERAL ADMINISTRATIVE PROVISIONS 
‘‘Sec. 211. Fiscal requirements. 
‘‘Sec. 212. Authority to make payments. 
‘‘Sec. 213. Construction. 
‘‘Sec. 214. Voluntary selection and participation. 
‘‘Sec. 215. Limitation for certain students. 
‘‘Sec. 216. Federal laws guaranteeing civil rights. 
‘‘Sec. 217. Participation of private school personnel and children. 
‘‘Sec. 218. Limitation on Federal regulations. 
‘‘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-
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edge and technical and employability skills’’; 
and 
(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 
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(B) in subparagraph (D), by striking ‘‘not 
fewer than 5 different occupational fields’’ and 
inserting ‘‘not fewer than three different occupa-
tional 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, 
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or an associate degree’’ and inserting ‘‘or a 
recognized postsecondary credential, which 
may include an industry-recognized creden-
tial’’; 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 be-
tween secondary and postsecondary education 
programs, which may include early college pro-
grams with articulation agreements, dual or con-
current 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 of the 
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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 programs), 
dual or concurrent enrollment programs, work- 
based learning opportunities, and support serv-
ices.’’; 
(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 student 
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 pro-
gram 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 credits 
or the equivalent in total. 
‘‘(12) CTE PARTICIPANT.—The term ‘CTE par-
ticipant’ means an individual who completes not less 
than one course or earns not less than one credit 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 Sec-
ondary 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 en-
tity’ 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 edu-
cation 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 
‘‘(C) is led by an entity or partnership of 
entities described in subparagraph (A).’’; 
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(10) by amending paragraph (19) (as so redesig-
nated by paragraph (2)) to read as follows: 
‘‘(19) ELIGIBLE INSTITUTION.—The term ‘eligi-
ble institution’ means— 
‘‘(A) a consortium of two or more of the en-
tities 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 de-
gree; 
‘‘(C) a local educational agency providing 
education at the postsecondary level; 
‘‘(D) an area career and technical edu-
cation school providing education at the postsec-
ondary 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 
the Interior for the administration of programs 
under the Indian Self-Determination and Edu-
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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 environ-
ment 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 
8101(21)(A) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801(21)(A)).’’; 
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(12) by inserting after paragraph (23) (as so re-
designated by paragraph (2)) the following: 
‘‘(24) IN-DEMAND INDUSTRY SECTOR OR OCCUPA-
TION.—The term ‘in-demand industry sector or occu-
pation’ has the meaning given the term in section 3 
of the Workforce Innovation and Opportunity Act (29 
U.S.C. 3102).’’; 
(13) by inserting after paragraph (25) (as so re-
designated 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 Workforce Innova-
tion and Opportunity Act (29 U.S.C. 3102).’’; 
(14) by inserting after paragraph (28) (as so re-
designated by paragraph (2)) the following: 
‘‘(29) 
LOCAL
WORKFORCE
DEVELOPMENT 
BOARD.—The term ‘local workforce development 
board’ means a local workforce development board es-
tablished under section 107 of the Workforce Innova-
tion and Opportunity Act.’’; 
(15) by inserting after paragraph (30) (as so re-
designated by paragraph (2)) the following: 
‘‘(31) OUT-OF-SCHOOL YOUTH.—The term ‘out- 
of-school youth’ has the meaning given the term in 
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section 3 of the Workforce Innovation and Oppor-
tunity Act (29 U.S.C. 3102).’’; 
(16) by inserting after paragraph (32) (as so re-
designated 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 Sec-
ondary Education Act of 1965 (20 U.S.C. 7801), ex-
cept that such term does not include an initiative 
that— 
‘‘(A) reduces the special education or related 
services that a student would otherwise receive 
under the Individuals with Disabilities Edu-
cation 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 In-
dividuals with Disabilities Education Act (20 
U.S.C. 1400 et seq.), the Rehabilitation Act of 
1973 (29 U.S.C. 701 et seq.), the Americans with 
Disabilities Act of 1990 (42 U.S.C. 12101 et 
seq.), or any other law.’’; 
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(17) by inserting after paragraph (35) (as so re-
designated by paragraph (2)) the following: 
‘‘(36) PROGRAM OF STUDY.—The term ‘program 
of study’ means a coordinated, nonduplicative se-
quence 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 Elementary 
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, region, 
or local area; 
‘‘(B) progresses in specificity (beginning 
with all aspects of an industry or career cluster 
and leading to more occupational specific in-
struction); 
‘‘(C) has multiple entry and exit points that 
incorporate credentialing; and 
‘‘(D) culminates in the attainment of a rec-
ognized postsecondary credential. 
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‘‘(37) QUALIFIED
INTERMEDIARY.—The term 
‘qualified intermediary’ means a non-profit entity 
that demonstrates expertise to build, connect, sustain, 
and measure partnerships with entities such as em-
ployers, schools, community-based organizations, post-
secondary institutions, social service organizations, 
economic development organizations, and workforce 
systems to broker services, resources, and supports to 
youth and the organizations and systems that are de-
signed 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 credential’ 
has the meaning given the term in section 3 of the 
Workforce Innovation and Opportunity Act (29 
U.S.C. 3102).’’; 
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(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 Assist-
ance 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).’’; 
(19) by inserting after paragraph (41) (as so re-
designated by paragraph (2)) the following: 
‘‘(42) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
PERSONNEL.—The term ‘specialized instructional 
support personnel’ has the meaning given the term in 
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section 8101 of the Elementary and Secondary Edu-
cation 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 Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7801). 
‘‘(49) WORK-BASED LEARNING.—The term ‘work- 
based learning’ means sustained interactions with in-
dustry or community professionals in real workplace 
settings, to the extent practicable, or simulated envi-
ronments 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.’’. 
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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 Century Act’’; 
and 
(3) by striking ‘‘1998’’ and inserting ‘‘2006’’. 
SEC. 9. PROHIBITIONS. 
Section 8 (20 U.S.C. 2306a) is amended— 
(1) in subsection (a), by striking ‘‘Federal Gov-
ernment to mandate,’’ and all that follows through the 
period at the end and inserting ‘‘Federal Govern-
ment— 
‘‘(1) to condition or incentivize the receipt of 
any grant, contract, or cooperative agreement, or the 
receipt of any priority or preference under such 
grant, contract, or cooperative agreement, upon a 
State, local educational agency, eligible agency, eligi-
ble recipient, eligible entity, or school’s adoption or 
implementation of specific instructional content, aca-
demic standards and assessments, curricula, or pro-
gram of instruction (including any condition, pri-
ority, or preference to adopt the Common Core State 
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Standards developed under the Common Core State 
Standards Initiative, any other academic standards 
common to a significant number of States, or any as-
sessment, instructional content, or curriculum aligned 
to such standards); 
‘‘(2) through grants, contracts, or other coopera-
tive agreements, to mandate, direct, or control a 
State, local educational agency, eligible agency, eligi-
ble recipient, eligible entity, or school’s specific in-
structional content, academic standards and assess-
ments, curricula, or program of instruction (includ-
ing any requirement, direction, or mandate to adopt 
the Common Core State Standards developed under 
the Common Core State Standards Initiative, any 
other academic standards common to a significant 
number of States, or any assessment, instructional 
content, or curriculum aligned to such standards); 
and 
‘‘(3) except as required under sections 112(b), 
211(b), and 223— 
‘‘(A) to mandate, direct, or control the allo-
cation 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 
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(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 fol-
lows: 
‘‘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.’’. 
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’’; 
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(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 section for 
a fiscal year that is less than 90 percent of the 
allotment the State received under this section 
for the preceding fiscal year.’’; and 
(4) in subparagraph (C), as redesignated by 
paragraph (2), by striking ‘‘subparagraph (A)’’ and 
inserting ‘‘subparagraph (A) or (B)’’. 
SEC. 111. WITHIN STATE ALLOCATION. 
Section 112 (20 U.S.C. 2322) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1), by striking ‘‘10 per-
cent’’ and inserting ‘‘15 percent’’; 
(B) in paragraph (2)— 
(i) in subparagraph (A)— 
(I) by striking ‘‘1 percent’’ and 
inserting ‘‘2 percent’’; and 
(II) by striking ‘‘State correc-
tional institutions and institutions’’ 
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and inserting ‘‘State correctional insti-
tutions, 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; 
‘‘(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 practices 
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and strategies that prepare individuals for non-
traditional fields; or 
‘‘(B) promote the development, implementa-
tion, and adoption of programs of study or ca-
reer pathways aligned with State-identified in- 
demand occupations or industries.’’. 
SEC. 112. ACCOUNTABILITY. 
Section 113 (20 U.S.C. 2323) is amended— 
(1) in subsection (a), by striking ‘‘comprised of 
the activities’’ and inserting ‘‘comprising the activi-
ties’’; 
(2) in subsection (b)— 
(A) in paragraph (1), by striking subpara-
graph (B) and redesignating subparagraph (C) 
as subparagraph (B); 
(B) in paragraph (1)(B), as so redesig-
nated, by striking ‘‘, and State levels of perform-
ance described in paragraph (3)(B) for each ad-
ditional indicator of performance’’; and 
(C) by striking paragraph (2) and inserting 
the following: 
‘‘(2) INDICATORS OF PERFORMANCE.— 
‘‘(A) CORE INDICATORS OF PERFORMANCE 
FOR CTE CONCENTRATORS AT THE SECONDARY 
LEVEL.—Each eligible agency shall identify in 
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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 concentra-
tors who graduate high school, as measured 
by— 
‘‘(I) the four-year adjusted cohort 
graduation rate (defined in section 
8101 of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 
7801)); and 
‘‘(II) at the State’s discretion, the 
extended-year adjusted cohort gradua-
tion rate defined in such section 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 academic 
assessments described in section 1111(b)(2) 
of such Act (20 U.S.C. 6311(b)(2)). 
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‘‘(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 ca-
reer and technical education program qual-
ity 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 from 
high school having attained recog-
nized postsecondary credentials; 
‘‘(bb) the percentage of CTE 
concentrators, as defined in sec-
tion 3(11)(A)(ii), graduating from 
high school having attained post-
secondary credits in the relevant 
career and technical educational 
program or program of study 
earned through dual and concur-
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rent 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 participated 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 concentra-
tors, as defined in section 3(11)(A)(ii), in 
career and technical education programs 
and programs of study that lead to non-
traditional 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: 
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‘‘(i) The percentage of CTE concentra-
tors, 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 con-
centrators in unsubsidized employment two 
quarters after program completion. 
‘‘(iii) The percentage of CTE con-
centrators who receive a recognized postsec-
ondary credential during participation in 
or within 1 year of program completion. 
‘‘(iv) The percentage of CTE con-
centrators in career and technical education 
programs and programs of study that lead 
to nontraditional fields. 
‘‘(C) ALIGNMENT OF PERFORMANCE INDICA-
TORS.—In developing core indicators of perform-
ance under subparagraphs (A) and (B), an eligi-
ble agency shall, to the greatest extent possible, 
align the indicators so that substantially similar 
information gathered for other State and Federal 
programs, or for any other purpose, may be used 
to meet the requirements of this section.’’; 
(D) in paragraph (3)— 
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(i) by amending subparagraph (A) to 
read as follows: 
‘‘(A) STATE
ADJUSTED
LEVELS
OF
PER-
FORMANCE FOR CORE INDICATORS OF PERFORM-
ANCE.— 
‘‘(i) IN GENERAL.—Each eligible agen-
cy, with input from eligible recipients, shall 
establish and identify in the State plan sub-
mitted 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 described in 
subparagraphs (A) and (B) of paragraph 
(2) for career and technical education ac-
tivities authorized under this title. The lev-
els of performance established under this 
subparagraph shall, at a minimum— 
‘‘(I) be expressed in a percentage 
or numerical form, so as to be objec-
tive, quantifiable, and measurable; and 
‘‘(II) be sufficiently ambitious to 
allow for meaningful evaluation of pro-
gram quality. 
‘‘(ii) STATE
ADJUSTED
LEVELS
OF 
PERFORMANCE FOR SUBSEQUENT YEARS.— 
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Prior to the third program year covered by 
the State plan, each eligible agency shall re-
vise the State levels of performance 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 levels of performance promote 
meaningful program improvement on such 
indicators. The State adjusted levels of per-
formance identified under this clause shall 
be considered to be the State adjusted levels 
of performance 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 
disseminate 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 subpara-
graph, and submit such revised levels of per-
formance with evidence supporting the revi-
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sion and demonstrating public consultation, 
in a manner consistent with the procedure 
described in subsections (d) and (f) of sec-
tion 122.’’; 
(ii) by striking subparagraph (B) and 
inserting the following: 
‘‘(B) ACTUAL LEVELS OF PERFORMANCE.— 
At the end of each program year, the eligible 
agency shall determine actual levels of perform-
ance on each of the core indicators of perform-
ance and publicly report and widely disseminate 
the actual levels of performance described 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 per-
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formance established under paragraph 
(3), so as’’ and inserting ‘‘consistent 
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 pro-
gram quality.’’; 
(III) in clause (iv)— 
(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;’’; 
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(dd) in subclause (III), as so 
redesignated, by striking ‘‘promote 
continuous improvement on the 
core indicators of performance by 
the eligible recipient.’’ and insert-
ing ‘‘advance the eligible recipi-
ent’s accomplishments of the goals 
set forth in the local application; 
and’’; and 
(ee) by adding at the end the 
following: 
‘‘(IV) the eligible recipient’s abil-
ity and capacity to collect and access 
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 
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local levels of performance described in this 
subparagraph.’’; 
(ii) by striking subparagraph (B) and 
redesignating subparagraph (C) as subpara-
graph (B); and 
(iii) in clause (ii)(I) of subparagraph 
(B), as so redesignated— 
(I) 
by 
striking 
‘‘section 
1111(h)(1)(C)(i)’’ and inserting ‘‘sec-
tion 1111(h)(1)(C)(ii)’’; and 
(II) by striking ‘‘section 3(29)’’ 
and inserting ‘‘section 3(40)’’; and 
(3) in subsection (c)— 
(A) in the heading, by inserting ‘‘STATE’’ 
before ‘‘REPORT’’; 
(B) in paragraph (1)(B), by striking ‘‘in-
formation on the levels of performance achieved 
by the State with respect to the additional indi-
cators of performance, including the’’ and insert-
ing ‘‘the’’; and 
(C) in paragraph (2)(A)— 
(i) by striking ‘‘categories’’ and insert-
ing ‘‘subgroups’’; 
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(ii) 
by 
striking 
‘‘section 
1111(h)(1)(C)(i)’’ and inserting ‘‘section 
1111(h)(1)(C)(ii)’’; and 
(iii) by striking ‘‘section 3(29)’’ and 
inserting ‘‘section 3(40)’’. 
SEC. 113. NATIONAL ACTIVITIES. 
Section 114 (20 U.S.C. 2324) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1)— 
(i) by striking ‘‘The Secretary shall’’ 
the first place it appears and inserting 
‘‘The Secretary shall, in consultation with 
the Director of the Institute for Education 
Sciences,’’; and 
(ii) by inserting ‘‘from eligible agencies 
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 reasonable 
cost, the Secretary, in consultation with the National Center 
for Education Statistics and the Office of Career, Technical, 
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and Adult Education shall determine the methodology to 
be used and the frequency with which such information is 
to be collected.’’; 
(3) in subsection (c)— 
(A) in paragraph (1)— 
(i) by striking ‘‘may’’ and inserting 
‘‘shall’’; 
(ii) by striking ‘‘, directly or through 
grants, contracts, or cooperative agree-
ments,’’ and inserting ‘‘directly or through 
grants’’; and 
(iii) by striking ‘‘and assessment’’; and 
(B) in paragraph (2)— 
(i) in subparagraph (B), by inserting 
‘‘, acting through the Director of the Insti-
tute for Education Sciences,’’ after ‘‘describe 
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)— 
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(I) by inserting ‘‘, acting through 
the Director of the Institute for Edu-
cation Sciences,’’ after ‘‘The Sec-
retary’’; 
(II) by inserting ‘‘and the plan 
developed under subsection (c)’’ after 
‘‘described in paragraph (2)’’; and 
(III) by striking ‘‘assessment’’ 
each place such term appears and in-
serting ‘‘evaluation’’; and 
(ii) in subparagraph (B)— 
(I) in clause (v), by striking ‘‘; 
and’’ and inserting a semicolon; 
(II) in clause (vi), by striking the 
period at the end and inserting ‘‘, 
which may include individuals with 
expertise in addressing inequities in 
access to, and in opportunities for aca-
demic and technical skill attainment; 
and’’; and 
(III) by adding at the end the fol-
lowing: 
‘‘(vii) representatives of special popu-
lations.’’; 
(B) in paragraph (2)— 
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(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 Secretary’’; 
(II) by striking ‘‘an independent 
evaluation and assessment’’ and insert-
ing ‘‘a series of research and evalua-
tion initiatives for each year for which 
funds are appropriated to carry out 
this Act, which are aligned with the 
plan in subsection (c)(2),’’; 
(III) by striking ‘‘Carl D. Perkins 
Career and Technical Education Im-
provement Act of 2006’’ and inserting 
‘‘Strengthening Career and Technical 
Education for the 21st Century Act’’; 
(IV) by striking ‘‘, contracts, and 
cooperative agreements that are’’ and 
inserting ‘‘to institutions of higher 
education or a consortia of one or more 
institutions of higher education and 
one or more private nonprofit organi-
zations or agencies’’; and 
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(V) by adding at the end the fol-
lowing: ‘‘Such evaluation shall, when-
ever possible, use the most recent data 
available.’’; and 
(iii) by amending subparagraph (B) to 
read as follows: 
‘‘(B) CONTENTS.—The evaluation required 
under subparagraph (A) shall include descrip-
tions and evaluations of— 
‘‘(i) the extent and success of the inte-
gration of challenging State academic 
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 tech-
nical proficiency achievement of such stu-
dents (including the number of such stu-
dents that receive a regular high school di-
ploma, as such term is defined under sec-
tion 8101 of the Elementary and Secondary 
Education Act of 1965 or a State-defined 
alternative diploma described in section 
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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 programs 
of study prepare students, including special 
populations, for subsequent employment in 
high-skill, high-wage occupations (including 
those in which mathematics and science, 
which may include computer science, skills 
are critical), or for participation in postsec-
ondary education; 
‘‘(iii) employer involvement in, benefit 
from, and satisfaction with, career and 
technical education programs and programs 
of study and career and technical education 
students’ preparation for employment; 
‘‘(iv) efforts to expand access to career 
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; 
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‘‘(vi) the extent to which career and 
technical education programs supported by 
this Act are grounded on evidence-based re-
search; 
‘‘(vii) the impact of the amendments to 
this Act made under the Strengthening Ca-
reer and Technical Education for the 21st 
Century Act, including comparisons, where 
appropriate, of— 
‘‘(I) the use of the comprehensive 
needs assessment under section 134(b); 
‘‘(II) the implementation of pro-
grams of study; and 
‘‘(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 
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‘‘(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’’; 
(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 
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(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 re-
sults of the evaluation widely and on a 
timely basis in order to increase the under-
standing among State and local officials 
and educators of the effectiveness of 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 strategies 
and activities to improve career and technical 
education and align workforce skills with labor 
market needs as part of the plan developed under 
subsection (c) and the requirements of this sub-
section, the Secretary may award grants to eligi-
ble entities to— 
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‘‘(i) create, develop, implement, or take 
to scale evidence-based, field initiated inno-
vations, including through a pay for success 
initiative, to improve student outcomes in 
career and technical education; and 
‘‘(ii) rigorously evaluate such innova-
tions. 
‘‘(B) MATCHING FUNDS.— 
‘‘(i) MATCHING
FUNDS
REQUIRED.— 
Except as provided under clause (ii), to re-
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 pro-
vided under such grant. 
‘‘(ii) EXCEPTION.—The Secretary may 
waive the matching fund requirement under 
clause (i) if the eligible entity demonstrates 
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— 
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‘‘(i) identifies and designates the agen-
cy, institution, or school responsible for the 
administration and supervision of the pro-
gram assisted under this paragraph; 
‘‘(ii) identifies the source and amount 
of the matching funds required under sub-
paragraph (B)(i); 
‘‘(iii) describes how the eligible entity 
will use the grant funds, including how 
such funds will directly benefit students, in-
cluding 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 assisted 
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 
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to applications from eligible entities that will 
predominantly serve students from low-income 
families. 
‘‘(E) GEOGRAPHIC DIVERSITY.— 
‘‘(i) 
IN
GENERAL.—In 
awarding 
grants under this paragraph, the Secretary 
shall award no less than 25 percent of the 
total available funds for any fiscal year to 
eligible entities proposing to fund career 
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 deter-
mined by the Secretary; 
‘‘(II) an institution of higher edu-
cation 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— 
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‘‘(aa) an educational service 
agency or a nonprofit organiza-
tion; and 
‘‘(bb) 
such 
a 
local 
edu-
cational agency or such an insti-
tution of higher education; or 
‘‘(V) a partnership between— 
‘‘(aa) a grant recipient de-
scribed in subclause (I) or (II); 
and 
‘‘(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 receive a 
sufficient number of applications of suffi-
cient quality. 
‘‘(F) USES OF FUNDS.—An eligible entity 
that is awarded a grant under this paragraph 
shall use the grant funds, in a manner consistent 
with subparagraph (A)(i), to— 
‘‘(i) improve career and technical edu-
cation outcomes of students served by eligi-
ble entities under this title; 
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‘‘(ii) improve career and technical edu-
cation teacher effectiveness; 
‘‘(iii) improve the transition of stu-
dents from secondary education to postsec-
ondary education or employment; 
‘‘(iv) improve the incorporation of 
comprehensive work-based learning into ca-
reer and technical education; 
‘‘(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 en-
hancement 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-
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ing computer science education, with career 
and technical education; 
‘‘(x) support innovative approaches to 
career and technical education by rede-
signing the high school experience for stu-
dents, which may include evidence-based 
transitional support strategies for students 
who have not met postsecondary education 
eligibility requirements; 
‘‘(xi) improve CTE concentrator em-
ployment outcomes in nontraditional fields; 
or 
‘‘(xii) support the use of career and 
technical education programs and programs 
of study in a coordinated strategy to ad-
dress identified employer needs and work-
force shortages, such as shortages in the 
early childhood, elementary school, and sec-
ondary school education workforce. 
‘‘(G) EVALUATION.—Each eligible entity re-
ceiving a grant under this paragraph shall pro-
vide for an independent evaluation of the activi-
ties carried out using such grant and submit to 
the Secretary an annual report that includes— 
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‘‘(i) a description of how funds re-
ceived under this paragraph were used; 
‘‘(ii) the performance of the eligible en-
tity with respect to, at a minimum, the per-
formance 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 Education 
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 section— 
‘‘(1) $7,523,285 for fiscal year 2018; 
‘‘(2) $7,626,980 for fiscal year 2019; 
‘‘(3) $7,732,104 for fiscal year 2020; 
‘‘(4) $7,838,677 for fiscal year 2021; 
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‘‘(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 subsection 
(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 section— 
‘‘(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.’’. 
SEC. 116. OCCUPATIONAL AND EMPLOYMENT INFORMA-
TION. 
Section 118 (20 U.S.C. 2328) is repealed. 
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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 Improvement 
Act of 2006’’ and inserting ‘‘Strengthening 
Career and Technical Education 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 instruc-
tional 
support 
personnel, 
paraprofessionals, 
school leaders, authorized public chartering agen-
cies, and charter school leaders, consistent with 
State law, employers, labor organizations, par-
ents, students, and community organizations)’’; 
and 
(2) by amending subsections (b), (c), (d), and (e) 
to read as follows: 
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‘‘(b) OPTIONS FOR SUBMISSION OF STATE PLAN.— 
‘‘(1) COMBINED PLAN.—The eligible agency may 
submit a combined plan that meets the requirements 
of this section and the requirements of section 103 of 
the Workforce Innovation and Opportunity Act (29 
U.S.C. 3113), 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 para-
graph (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 Minority- 
Serving Institutions and Historically Black 
Colleges and Universities in States where 
such institutions are in existence, and char-
ter school representatives in States where 
such schools are in existence, which shall in-
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clude teachers, faculty, school leaders, spe-
cialized instructional support personnel (in-
cluding guidance counselors), and para-
professionals; 
‘‘(ii) interested community representa-
tives, including parents and students; 
‘‘(iii) the State workforce development 
board described in section 101 of the Work-
force Innovation and Opportunity Act (29 
U.S.C. 3111); 
‘‘(iv) representatives of special popu-
lations; 
‘‘(v) representatives of business and in-
dustry (including representatives of small 
business), which shall include representa-
tives of industry and sector partnerships in 
the State, as appropriate, and representa-
tives of labor organizations in the State; 
‘‘(vi) representatives of agencies serv-
ing out-of-school youth, homeless children 
and youth, and at-risk youth; and 
‘‘(vii) representatives of Indian tribes 
located in the State; and 
‘‘(B) consult the Governor of the State, and 
the heads of other State agencies with authority 
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for career and technical education programs that 
are not the eligible agency, with respect to the 
development of the State plan. 
‘‘(2) ACTIVITIES AND PROCEDURES.—The eligible 
agency shall develop effective activities and proce-
dures, including access to information needed to use 
such procedures, to allow the individuals and entities 
described in paragraph (1) to participate in State 
and local decisions that relate to development of the 
State plan. 
‘‘(d) PLAN CONTENTS.—The State plan shall in-
clude— 
‘‘(1) a summary of State-supported workforce de-
velopment activities (including education and train-
ing) in the State, including the degree to which the 
State’s career and technical education programs and 
programs of study are aligned with such activities; 
‘‘(2) the State’s strategic vision and set of goals 
for preparing an educated and skilled workforce (in-
cluding special populations) and for meeting the 
skilled workforce needs of employers, including in-de-
mand industry sectors and occupations as identified 
by the State, and how the State’s career and technical 
education programs will help to meet these goals; 
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‘‘(3) a summary of the strategic planning ele-
ments of the unified State plan required under section 
102(b)(1) of the Workforce Innovation and Oppor-
tunity Act (29 U.S.C. 3112(b)(1)), including the ele-
ments 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 descrip-
tions of— 
‘‘(A) the programs of study to be developed 
at the State level and made available for adop-
tion 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 edu-
cation needs; and 
‘‘(C) how the eligible agency will— 
‘‘(i) make information on approved 
programs of study and career pathways, in-
cluding 
career 
exploration, 
work-based 
learning opportunities, dual and concurrent 
enrollment opportunities, and guidance and 
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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 development 
of career pathways and articulate processes 
by which career pathways will be developed 
by local workforce development boards; 
‘‘(vi) use State, regional, or local labor 
market data to align career and technical 
education with State labor market needs; 
‘‘(vii) support effective and meaningful 
collaboration between secondary schools, 
postsecondary institutions, and employers, 
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which may include the development of ar-
ticulation agreements described in section 
124(b)(3); and 
‘‘(viii) improve outcomes for CTE con-
centrators, including those who are members 
of special populations; 
‘‘(5) a description of the criteria and process for 
how the eligible agency will approve eligible recipients 
for funds under this Act, including how— 
‘‘(A) each eligible recipient will promote 
academic achievement; 
‘‘(B) each eligible recipient will promote 
skill attainment, including skill attainment that 
leads to a recognized postsecondary credential; 
and 
‘‘(C) each eligible recipient will ensure the 
local needs assessment under section 134 takes 
into consideration local economic and education 
needs, including where appropriate, in-demand 
industry sectors and occupations; 
‘‘(6) a description of how the eligible agency will 
support the recruitment and preparation of teachers, 
including special education teachers, faculty, admin-
istrators, specialized instructional support personnel, 
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and paraprofessionals to provide career and technical 
education instruction, leadership, and support; 
‘‘(7) a description of how the eligible agency will 
use State leadership funding to meet the requirements 
of section 124(b); 
‘‘(8) a description of how funds received by the 
eligible agency through the allotment made under sec-
tion 111 will be distributed— 
‘‘(A) among career and technical education 
at the secondary level, or career and technical 
education at the postsecondary and adult level, 
or both, including how such distribution will 
most effectively provide students with the skills 
needed to succeed in the workplace; and 
‘‘(B) among any consortia that may be 
formed among secondary schools and eligible in-
stitutions, and how funds will be distributed 
among the members of the consortia, including 
the rationale for such distribution and how it 
will most effectively provide students with the 
skills needed to succeed in the workplace; 
‘‘(9) a description of the procedure the eligible 
agency will adopt for determining State adjusted lev-
els of performance described in section 113, which at 
a minimum shall include— 
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‘‘(A) consultation with stakeholders identi-
fied in paragraph (1); 
‘‘(B) opportunities for the public to com-
ment in person and in writing on the State ad-
justed levels of performance included in the State 
plan; and 
‘‘(C) submission of public comment on State 
adjusted levels of performance as part of the 
State plan; and 
‘‘(10) assurances that— 
‘‘(A) the eligible agency will comply with 
the requirements of this Act and the provisions 
of the State plan, including the provision of a fi-
nancial 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 (including 
computer software) in any instance in which 
such acquisition results in a direct financial 
benefit to any organization representing the in-
terests of the acquiring entity or the employees of 
the acquiring entity, or any affiliate of such an 
organization; 
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‘‘(C) the eligible agency will use the funds 
to promote preparation for high-skill, high-wage, 
or in-demand occupations and nontraditional 
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 insti-
tutions, 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 tech-
nical assistance on how to close gaps in student 
participation and performance in career and 
technical education programs. 
‘‘(e) CONSULTATION.— 
‘‘(1) IN GENERAL.—The eligible agency shall de-
velop the portion of each State plan relating to the 
amount and uses of any funds proposed to be reserved 
for adult career and technical education, postsec-
ondary career and technical education, and secondary 
career and technical education after consultation with 
the— 
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‘‘(A) State agency responsible for super-
vision of community colleges, technical institutes, 
or other 2-year postsecondary institutions pri-
marily engaged in providing postsecondary ca-
reer 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 objectionable, that 
objection shall be filed together with the State plan. 
The eligible agency shall respond to any objections of 
such State agency in the State plan submitted to the 
Secretary. 
‘‘(f) PLAN APPROVAL.— 
‘‘(1) IN GENERAL.—The Secretary shall approve 
a State plan not later than 120 days after its submis-
sion 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. 
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‘‘(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— 
(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 agencies,’’ 
and inserting ‘‘appropriate State agen-
cies,’’; 
(B) in paragraph (2)— 
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(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 identi-
fied under paragraph (1) during the first 2 years 
of implementation of the improvement plan re-
quired under paragraph (1), the eligible agen-
cy— 
‘‘(i) shall develop and implement, in 
consultation with the stakeholders described 
in section 122(c)(1)(A), a revised improve-
ment plan (with special consideration of 
performance gaps identified under section 
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113(c)(2)(B)) to address the reasons 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 such 
agency meets the requirements of subparagraph 
(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)— 
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(A) in paragraph (2), by striking ‘‘the eligi-
ble 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 im-
provement activities consistent with the require-
ments 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 recipient 
fails to make any improvement in meeting any 
of the local adjusted levels of performance for any 
of the core indicators of performance identified 
under paragraph (2) during a number of years 
determined by the eligible agency, the eligible re-
cipient— 
‘‘(i) shall revise the improvement plan 
described in paragraph (2) to address the 
reasons for such failure; and 
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‘‘(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 performance 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; 
(III) in clause (ii), by striking the 
period at the end and inserting ‘‘; or’’; 
and 
(IV) by adding at the end the fol-
lowing: 
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‘‘(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 improve-
ment 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 performance 
described in section 113(b)(3)(A).’’; 
(2) in subsection (b)— 
(A) by striking paragraphs (1) through (4) 
and inserting the following: 
‘‘(1) developing statewide programs of study, 
which may include standards, curriculum, and course 
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development, and career exploration, guidance, 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, includ-
ing 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; 
‘‘(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- 
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based research (to the extent a State determines that 
such evidence is reasonably available) that identifies 
the most effective educator professional development 
process and is coordinated and aligned with other 
professional development activities carried out by the 
State (including under title II of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 6601 et 
seq.) and title II of the Higher Education Act of 1965 
(20 U.S.C. 1021 et seq.)), including programming 
that— 
‘‘(A) promotes the integration of the chal-
lenging State academic standards adopted by the 
State under section 1111(b)(1) of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(1)) and relevant technical knowl-
edge and skills; 
‘‘(B) prepares career and technical edu-
cation teachers, faculty, specialized instructional 
support personnel, and paraprofessionals to pro-
vide appropriate accommodations for students 
who are members of special populations, includ-
ing through the use of principles of universal de-
sign for learning; and 
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‘‘(C) increases understanding of industry 
standards, as appropriate, for faculty providing 
career and technical education instruction; and 
‘‘(8) technical assistance for eligible recipients.’’; 
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 carrying 
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 man-
ner that reflects sustained or significant im-
provement; 
‘‘(ii) eligible recipients effectively devel-
oping connections between secondary edu-
cation and postsecondary education and 
training; 
‘‘(iii) the integration of academic and 
technical standards; 
‘‘(iv) eligible recipients’ progress in 
closing achievement gaps among subpopula-
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tions 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 elimi-
nation of licenses or certifications which pose an un-
necessary 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-
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; 
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‘‘(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 Dis-
aster 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 finan-
cial aid counseling; 
‘‘(9) support for the integration of employability 
skills into career and technical education programs 
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 
students who are members of groups underrepresented 
in such subject fields, such as female students, minor-
ity students, and students who are members of special 
populations; 
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‘‘(11) support for career and technical student 
organizations, especially with respect to efforts to in-
crease the participation of students who are members 
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, professional 
development, and leadership development programs; 
‘‘(14) integrating and aligning programs of 
study and career pathways; 
‘‘(15) supporting the use of career and technical 
education programs and programs of study aligned 
with State, regional, or local in-demand industry sec-
tors or occupations identified by State or local work-
force development boards; 
‘‘(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 de-
sign skills, when appropriate, into career and tech-
nical education programs and programs of study; and 
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‘‘(18) support for accelerated learning programs 
(described in section 4104(b)(3)(A)(i)(IV) of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 7114(b)(3)(A)(i)(IV)) when any such program 
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 
(3) by striking subsection (b) and inserting the 
following: 
‘‘(b) CONTENTS.—The eligible agency shall determine 
the requirements for local applications, except that each 
local application shall contain— 
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‘‘(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 
‘‘(C) an organized system of career guidance 
and academic counseling to students before en-
rolling and while participating in a career and 
technical education program; and 
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‘‘(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 assessment. 
‘‘(2) REQUIREMENTS.—The comprehensive local 
needs assessment described under paragraph (1) shall 
include— 
‘‘(A) an evaluation of the performance of 
the students served by the eligible recipient with 
respect to State and local adjusted levels of per-
formance established pursuant to section 113, in-
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cluding 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 of 
access to, or lowering success in, career and tech-
nical education programs for special popu-
lations, which may include strategies to establish 
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or utilize existing flexible learning and manufac-
turing facilities, such as makerspaces; 
‘‘(E) a description of how the eligible recipi-
ent will improve recruitment, retention, and 
training of career and technical education teach-
ers, faculty, specialized instructional support 
personnel, paraprofessionals, and career, aca-
demic, and guidance counselors, including indi-
viduals in groups underrepresented in such pro-
fessions; and 
‘‘(F) a description of how the eligible recipi-
ent 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 edu-
cation programs in a local educational agency or edu-
cational service agency, including teachers and ad-
ministrators; 
‘‘(2) representatives of career and technical edu-
cation programs at postsecondary educational institu-
tions, including faculty and administrators; 
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‘‘(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 Elemen-
tary and Secondary Education Act of 1965 (20 
U.S.C. 6472)). 
‘‘(e) CONTINUED CONSULTATION.—An eligible recipi-
ent receiving financial assistance under this part shall con-
sult with the entities described in subsection (d) on an ongo-
ing 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 
by employers and the entities described in sub-
section (d), which may include in-demand indus-
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try sectors or occupations identified by the local 
workforce development board; 
‘‘(C) informed by labor market information, 
including information provided under section 
15(e)(2)(C) of the Wagner-Peyser Act (29 U.S.C. 
491–2(e)(2)(C)); 
‘‘(D) designed to meet current, intermediate, 
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 ensure 
programs align with skills required by local em-
ployment opportunities, including activities such 
as the identification of relevant standards, cur-
riculum, 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.’’. 
SEC. 132. LOCAL USES OF FUNDS. 
Section 135 (20 U.S.C. 2355) is amended to read as 
follows: 
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‘‘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 tech-
nical education programs to meet the needs identified in 
the comprehensive needs assessment described in section 
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 programs 
that are of sufficient size, scope, and quality to be effective 
and— 
‘‘(1) provide career exploration and career devel-
opment activities through an organized, systematic 
framework designed to aid students, before enrolling 
and while participating in a career and technical 
education program, in making informed plans and 
decisions about future education and career opportu-
nities and programs of study, which may include— 
‘‘(A) introductory courses or activities fo-
cused on career exploration and career aware-
ness; 
‘‘(B) readily available career and labor 
market information, including information on— 
‘‘(i) occupational supply and demand; 
‘‘(ii) educational requirements; 
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‘‘(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 postsecondary 
education and career options; or 
‘‘(E) any other activity that advances 
knowledge of career opportunities and assists 
students in making informed decisions about fu-
ture education and employment goals; 
‘‘(2) provide professional development for teach-
ers, principals, school leaders, administrators, faculty, 
and career and guidance counselors with respect to 
content and pedagogy that— 
‘‘(A) supports individualized academic and 
career and technical education instructional ap-
proaches, including the integration of academic 
and career and technical education standards 
and curriculum; 
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‘‘(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 latest 
workplace equipment, technologies, standards, 
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 strate-
gies 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; 
‘‘(3) provide career and technical education stu-
dents, including special populations, with the skills 
necessary to pursue high-skill, high-wage occupations; 
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‘‘(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 achieve-
ment of the local adjusted levels of performance estab-
lished under section 113, which may include— 
‘‘(A) curriculum aligned with the require-
ments for a program of study; 
‘‘(B) sustainable relationships among edu-
cation, business and industry, and other commu-
nity stakeholders, including industry or sector 
partnerships in the local area, where applicable, 
that are designed to facilitate the process of con-
tinuously 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 
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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 soft-
ware, and other new and emerging instructional 
materials; 
‘‘(E) a continuum of work-based learning 
opportunities; 
‘‘(F) industry-recognized certification exams 
or other assessments leading toward industry- 
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-
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 tran-
sition-related services, including the Individuals 
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with Disabilities Education Act (20 U.S.C. 1400 
et seq.); 
‘‘(I) expanding opportunities for students to 
participate in distance career and technical edu-
cation and blended-learning programs; 
‘‘(J) expanding opportunities for students to 
participate in competency-based education pro-
grams; 
‘‘(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) 
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 
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dropped out of a secondary school to complete 
secondary school education or upgrade technical 
skills; 
‘‘(O) career and technical student organiza-
tions, 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 U.S.C. 
7114(b)(3)(A)(i)(IV)) as part of a program of 
study; and 
‘‘(S) other activities to improve career and 
technical education programs; and 
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‘‘(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 portion 
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 sub-
section (b)(2). 
‘‘(d) ADMINISTRATIVE COSTS.—Each eligible recipient 
receiving funds under this part shall not use more than 5 
percent of such funds for costs associated with the adminis-
tration 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)— 
(A) in paragraph (1)— 
(i) by amending subparagraph (A) to 
read as follows: 
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‘‘(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 re-
spect to career and technical education for the 
preceding fiscal year was not less than the fiscal 
effort per student, or the aggregate expenditures 
of such State, for the second preceding 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 in-
centive-based programs established by the 
State, capital expenditures, special one-time 
project costs, and the cost of pilot pro-
grams.’’; and 
(iii) by adding after subparagraph 
(C), the following new subparagraph: 
‘‘(D) ESTABLISHING
THE
STATE
BASE-
LINE.— 
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‘‘(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 respect 
to career and technical education, as 
was in effect on the day before the date 
of enactment of the Strengthening Ca-
reer and Technical Education for the 
21st Century Act; or 
‘‘(II) establish a new level of fiscal 
effort per student, or aggregate expend-
itures of such State, with respect to ca-
reer and technical education, which is 
not less than 90 percent of the State’s 
fiscal effort per student, or the aggre-
gate expenditures of such State, with 
respect to career and technical edu-
cation for the preceding fiscal year. 
‘‘(ii) AMOUNT.—The amount of the 
new level described in clause (i)(II) shall be 
the State’s fiscal effort per student, or ag-
gregate expenditures of such State, with re-
spect to career and technical education, for 
the first full fiscal year following the enact-
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ment of the Strengthening Career and Tech-
nical Education for the 21st Century Act.’’; 
and 
(B) by striking paragraph (2) and inserting 
the following: 
‘‘(2) FAILURE TO MEET.—The Secretary shall re-
duce the amount of a State’s allotment of funds under 
this Act for any fiscal year in the exact proportion 
by which the State fails to meet the requirement of 
paragraph (1) by falling below the State’s fiscal effort 
per student or the State’s aggregate expenditures 
(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 preceding 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)— 
(A) by striking ‘‘may, upon written request, 
use funds made available under this Act to’’ and 
inserting ‘‘may use funds made available under 
this Act to’’; and 
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(B) by striking ‘‘who reside in the geo-
graphical area served by’’ and inserting ‘‘located 
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 redesig-
nated) 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— 
‘‘(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 iden-
tified in section 1111(h)(1)(C)(ii) of the Elemen-
tary and Secondary Education Act of 1965 (20 
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U.S.C. 6311(h)(1)(C)(ii)) in pursuing and com-
pleting 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 practices. 
‘‘(b) CONSULTATION.—In carrying out the study con-
ducted under subsection (a), the Comptroller General of the 
United States shall consult with a geographically diverse 
(including urban, suburban, and rural) representation 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 
‘‘(5) representatives of business and industry. 
‘‘(c) SUBMISSION.—Upon completion, the Comptroller 
General of the United States shall submit the study con-
ducted under subsection (a) to the Committee on Education 
and the Workforce of the House of Representatives and the 
Committee on Health, Education, Labor, and Pensions of 
the Senate.’’. 
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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 
‘‘(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; 
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(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).’’. 
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