I 
119TH CONGRESS 
1ST SESSION H. R. 5531 
To establish a grant program to fund career and technical education 
programs, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
SEPTEMBER 19, 2025 
Mr. SMITH of Washington introduced the following bill; which was referred to 
the Committee on Education and Workforce 
A BILL 
To establish a grant program to fund career and technical 
education programs, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Career and Technical 
Education Access Act’’. 
SEC. 2. FINDINGS AND PURPOSES. 
(a) FINDINGS.—Congress finds the following: 
(1) The demand for skilled workers in indus-
tries such as manufacturing, healthcare, construc-
tion, and information technology is increasing. 
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(2) Connecticut’s Technical Education and Ca-
reer System has demonstrated that a statewide ca-
reer and technical education (in this Act referred to 
as ‘‘CTE’’) model can successfully prepare students 
for both postsecondary education and high-demand 
careers. 
(3) Expanding CTE high schools nationwide 
will create greater economic opportunities for stu-
dents, particularly those in under-resourced commu-
nities. 
(4) Students in States without dedicated CTE 
high schools often lack access to hands-on, work- 
based learning opportunities. 
(5) Students in rural or underserved areas may 
lack access to in-person CTE programs, necessi-
tating the development of online and hybrid learning 
options to expand educational opportunities. 
(b) PURPOSES.—The purposes of this Act are to— 
(1) create a voluntary Federal grant program 
to allow States to establish, expand, or improve CTE 
programs tailored to their local workforce needs; 
(2) provide flexibility for States to implement 
CTE programs through standalone CTE high 
schools, regional career centers, or hybrid models; 
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(3) ensure strong industry partnerships and 
work-based learning opportunities in all CTE pro-
grams established or supported by a grant under 
this Act; 
(4) mandate States that receive a grant under 
this Act to conduct a workforce alignment assess-
ment every 3 years to assess labor market needs and 
ensure alignment of CTE programs with in-demand 
jobs; 
(5) incentivize employer participation by en-
couraging funding contributions, equipment dona-
tions, paid internships or apprenticeships, and hiring 
preferences for CTE graduates; 
(6) integrate dual-enrollment programs with 
junior or community colleges to ensure students can 
earn college credit while completing high school CTE 
programs; 
(7) require that students completing CTE pro-
grams receive automatic credit transfer options for 
institutions of higher education, ensuring their 
coursework is recognized at participating institu-
tions; 
(8) permit States to use grant funds to develop 
and implement online and hybrid CTE programs, ex-
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panding access to students in remote or underserved 
areas; and 
(9) establish a CTE Pell Grant for public sec-
ondary school students, expanding access to finan-
cial aid for industry-recognized certifications and 
training. 
SEC. 3. GRANT PROGRAM FOR ESTABLISHING OR SUP-
PORTING CTE PROGRAMS. 
(a) ESTABLISHMENT.—Not later than 1 year after 
the date of enactment of this Act, the Secretary of Edu-
cation, in coordination with the Secretary of Labor, shall 
establish a grant program under which the Secretary of 
Education shall provide grants, on a competitive basis, to 
State educational agencies for approved activities under 
subsection (e). 
(b) APPLICATION.—To be eligible to receive a grant 
under this section, a State educational agency shall submit 
an application to the Secretary at such time, in such man-
ner, and containing such information as the Secretary may 
reasonably require, including the CTE program implemen-
tation plan described in subsection (c). 
(c) CTE PROGRAM IMPLEMENTATION PLAN.—As 
part of the application required under subsection (b), a 
State educational agency shall develop and submit a 5- 
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year plan for establishing and expanding CTE programs 
that includes— 
(1) a needs assessment demonstrating demand 
for CTE programs based on stakeholder input, in-
cluding input from students, parents, local employ-
ers, and community partners; 
(2) an assessment of the CTE programs offered 
by the State educational agency at the time the ap-
plication is submitted, including whether the State 
educational agency— 
(A) operates a statewide CTE high school 
system; or 
(B) offers any regional or limited CTE 
programs; 
(3) a budget and timeline for establishing or ex-
panding CTE programs; 
(4) a strategy for workforce alignment, includ-
ing employer partnerships and job placement path-
ways; 
(5) a plan for ensuring equity and access re-
garding CTE programs, including outreach to un-
derserved populations and opportunity youth; 
(6) a program alignment report demonstrating 
alignment of CTE program offerings with in-demand 
job sectors; and 
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(7) a plan for the development of online and hy-
brid CTE programs where applicable. 
(d) GRANT DURATION.—Except as provided in sub-
section (j)(3), a grant under this section shall be awarded 
for a period of 5 years. 
(e) APPROVED ACTIVITIES.—A State educational 
agency that receives a grant under this section shall use 
such grant to carry out 1 or more of the following activi-
ties: 
(1) Constructing or renovating CTE high 
schools or regional career centers. 
(2) 
Creating 
or 
updating 
career-aligned 
coursework. 
(3) Supporting or facilitating collaboration by 
CTE high schools, regional career centers, or local 
educational agencies with local businesses, trade 
unions, and junior or community colleges to align 
CTE programs with workforce needs. 
(4) Developing internship, apprenticeship, and 
cooperative education opportunities for students en-
rolled in CTE programs. 
(5) Collaborating with CTE high schools, re-
gional career centers, or local educational agencies 
to expand career counseling, financial assistance, 
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and wraparound services for students enrolled in 
CTE programs. 
(6) Purchasing state-of-the-art tools and soft-
ware for hands-on training for students enrolled in 
CTE programs, distributing such tools and software 
to CTE high schools, regional career centers, or 
local educational agencies, and training educators on 
how to use such tools and software. 
(7) Funding professional development for edu-
cators in secondary-level CTE programs, including 
instructors, counselors, and program coordinators 
employed by CTE high schools, regional career cen-
ters, or local educational agencies. 
(8) Expanding access to junior or community 
college courses for CTE high school students to en-
sure seamless credit transfer. 
(9) Supporting State educational agencies in 
creating virtual or hybrid CTE programs to provide 
access to students in rural or underserved regions. 
(10) Supporting programs that provide multi- 
craft construction instruction. 
(11) Outreach to encourage and support the 
participation of opportunity youth in CTE programs. 
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(f) GEOGRAPHIC DIVERSITY; LABOR MARKET.—The 
Secretary shall award grants under this section in a man-
ner that, to the extent practicable— 
(1) ensures geographic diversity in the areas in 
which activities will be carried out under the grants; 
and 
(2) aligns with the needs of the labor market in 
the areas in which activities will be carried out 
under the grants. 
(g) COST SHARING.— 
(1) IN GENERAL.—The Secretary shall deter-
mine the Federal share of the cost of a project fund-
ed by a grant under this section based on the factors 
described in paragraph (2) and subject to the re-
quirements of paragraph (3). 
(2) FACTORS.—In determining the Federal 
share of the cost of a project funded by a grant 
under this section, the Secretary shall consider the 
following factors: 
(A) The scope and category of activities in-
cluded in the project, including whether the 
project will— 
(i) establish a CTE program; 
(ii) expand an existing CTE program; 
or 
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(iii) support an existing CTE pro-
gram. 
(B) The status of any CTE programs that 
the State educational agency that receives the 
grant operates or otherwise oversees, including 
whether such CTE programs are aligned with 
workforce needs. 
(C) The availability of non-Federal funds 
to cover the non-Federal share of the cost of 
the project. 
(3) RANGE OF FEDERAL SHARE.—The Federal 
share of the cost of a project funded by a grant 
under this section, as determined by the Secretary in 
accordance with paragraph (2), shall not exceed 75 
percent and shall not be less than 50 percent. 
(4) IN-KIND
CONTRIBUTIONS.—The non-Fed-
eral share of the cost of a project funded by a grant 
under this section may be provided in the form of 
an in-kind contribution of services, materials, or ac-
cess to land. 
(h) REPORTING REQUIREMENTS.— 
(1) IN GENERAL.—Not later than 1 year after 
receiving a grant under this section, and annually 
thereafter, each recipient of such a grant shall sub-
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mit to the Secretary a report that includes the fol-
lowing: 
(A) The number of students enrolled in 
CTE programs funded by a grant under this 
section. 
(B) To the extent practicable, the high 
school graduation rates, college enrollment 
rates, and job placement rates of students who 
participated in CTE programs funded by a 
grant under this section. 
(C) The number of students who received 
educational credentials, including industry-rec-
ognized certificates, through a CTE program 
funded by a grant under this section. 
(D) The number of employers who partici-
pate in, or other otherwise contribute to, CTE 
programs funded by a grant under this section. 
(2) DATABASE.—The Secretary shall publish on 
a public website of the Department a database con-
taining the information reported to the Secretary 
under paragraph (1). 
(i) PERFORMANCE-BASED INCENTIVES.—The Sec-
retary may award additional grant funds to a State edu-
cational agency that demonstrates through the annual re-
port required under subsection (h)(1) that the CTE pro-
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grams of the State educational agency that are funded by 
a grant under this section are successful at assisting stu-
dents with acquiring jobs and educational credentials, in-
cluding industry-recognized certificates. 
(j) BENCHMARKS.— 
(1) IN GENERAL.—The Secretary shall establish 
performance benchmarks for State educational agen-
cies that receive a grant under this section, which 
may include metrics related to— 
(A) student enrollment in CTE programs; 
(B) credential attainment; 
(C) high school graduation rates; 
(D) job placement; and 
(E) employer engagement in CTE pro-
grams. 
(2) CORRECTIVE ACTION PLAN.—A State edu-
cational agency that receives a grant under this sec-
tion and fails to meet 1 or more of the benchmarks 
established pursuant to paragraph (1) for 2 consecu-
tive fiscal years shall submit a corrective action plan 
to the Secretary and the Secretary shall review such 
plan for approval. A corrective action plan shall in-
clude the following: 
(A) A needs assessment that— 
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(i) identifies the benchmarks estab-
lished pursuant to paragraph (1) that were 
not met and examines the extent of under-
performance; 
(ii) identifies and analyses the causes 
of underperformance, including any gaps 
in CTE program access, equity, quality, or 
workforce alignment; 
(iii) reviews stakeholder feedback, in-
cluding input from students, educators, 
employers, and community partners; and 
(iv) evaluates current CTE program 
capacity, staffing, partnerships, and re-
source availability that may affect CTE 
program outcomes. 
(B) An improvement strategy that— 
(i) outlines evidence-based actions the 
State educational agency will take to ad-
dress the issues identified in the needs as-
sessment, including outlining any planned 
changes to CTE program design, imple-
mentation, partnerships, staffing, cur-
riculum, instruction, or student supports; 
(ii) describes how the actions outlined 
pursuant to clause (i) will address gaps in 
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CTE program access, equity, quality, or 
workforce alignment; and 
(iii) establishes measurable short-term 
and long-term goals to track CTE program 
improvement. 
(C) A timeline that— 
(i) establishes a schedule for imple-
menting each component of the improve-
ment strategy; 
(ii) establishes milestones, deadlines, 
and responsible parties for each action out-
lined under subparagraph (B)(i), as appli-
cable; and 
(iii) aligns with the reporting cycle of 
the State educational agency and expected 
period for achieving measurable improve-
ment. 
(D) An evaluation plan that— 
(i) identifies and describes the metrics 
and data sources the State educational 
agency will use to assess progress toward 
meeting the goals established pursuant to 
subparagraph (B)(iii), including the fre-
quency of data collection and analysis; 
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(ii) outlines how progress will be re-
ported to the Secretary and stakeholders; 
and 
(iii) establishes a process for adjusting 
the improvement strategy based on data 
collected and analyzed pursuant to clause 
(i). 
(3) GRANT REDUCTION AND RESTORATION.— 
(A) REDUCTION.—In the case that a State 
educational agency that receives a grant under 
this section is required to submit a corrective 
action plan under paragraph (2) and fails to 
submit such plan, has such plan rejected by the 
Secretary, or continues to fail to meet 1 or 
more of the benchmarks established pursuant to 
paragraph (1) after executing such plan, the 
Secretary may reduce a grant under this section 
to such State educational agency in whole or in 
part, with written justification provided to the 
State educational agency. 
(B) RESTORATION.—In the case that a 
State educational agency has a grant reduced 
pursuant to subparagraph (A), a State edu-
cational agency may request that the Secretary 
restores the grant to the original amount by 
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submitting an application to the Secretary con-
taining such information as the Secretary may 
reasonably require, including documentation 
demonstrating sustained improvement toward 
meeting the benchmarks established pursuant 
to paragraph (1). 
(k) WORKFORCE NEEDS ASSESSMENT.—Not later 
than 1 year after receiving a grant under this section, and 
every 3 years thereafter, each State educational agency 
that receives a grant under this section shall conduct a 
workforce needs assessment, submit such assessment to 
the Secretary, and publish such assessment on a publicly 
accessible website of the State educational agency. A work-
force needs assessment shall include the following informa-
tion: 
(1) The labor market needs of the State such 
State educational agency serves, including high-de-
mand job sectors, occupations with workforce short-
ages, and gaps in required credentials or skills as 
identified by a workforce development board or simi-
lar State authority. 
(2) An analysis of whether the CTE programs 
of the State align with the labor market needs of the 
State. 
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(3) Stakeholder input on the CTE programs of 
the State from relevant employers, workforce boards 
(or similar State authorities), educators, and stu-
dents. 
(4) An analysis of whether the CTE programs 
of the State provide equitable access to students. 
(5) An analysis of geographic variation in the 
labor market needs of the State. 
(6) Recommendations for adjusting the CTE 
programs of the State. 
SEC. 4. CTE PELL GRANTS. 
(a) IN GENERAL.—Not later than 1 year after the 
date of enactment of this Act, the Secretary of Education 
shall award grants (to be known as ‘‘CTE Pell Grants’’) 
to public secondary school students for assistance with tui-
tion or other costs of attendance related to enrollment 
in— 
(1) a CTE program; 
(2) a credentialing program; 
(3) an apprenticeship or pre-apprenticeship pro-
gram; 
(4) a dual-enrollment program with a junior or 
community college that includes instruction in tech-
nical coursework; 
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(5) an occupation training program that is in-
cluded on a list of training programs maintained by 
a State that identifies programs aligned with in-de-
mand industries or occupations in the State; 
(6) a program consisting of multi-craft con-
struction instruction; or 
(7) any other educational program as deter-
mined appropriate by the Secretary. 
(b) APPLICATION.— 
(1) REQUIRED MATERIALS.—To be eligible to 
receive a grant under this section, a public sec-
ondary school student shall submit an application to 
the Secretary (or to a participating State edu-
cational agency or local educational agency in ac-
cordance with paragraph (2)) at such time, in such 
manner, and containing such information as the Sec-
retary may reasonably require, including documenta-
tion verifying that the student— 
(A) is enrolled in a public secondary 
school; 
(B) plans to enroll or is enrolled in a pro-
gram described in subsection (a); and 
(C) has a financial need for assistance with 
tuition or other costs of attendance related to 
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enrollment in a program described in subsection 
(a). 
(2) COLLECTION ASSISTANCE.—Not later than 
1 year after the date of enactment of this Act, the 
Secretary shall issue regulations establishing a proc-
ess by which State educational agencies and local 
educational agencies may elect to collect applications 
submitted by public secondary school students that 
are served by such State educational agency or local 
educational agency for a grant under this section 
and submit such applications to the Secretary. 
(c) DISBURSEMENT OF FUNDS.—A student that re-
ceives a CTE Pell Grant may elect to have CTE Pell 
Grant funds disbursed directly to a program described in 
subsection (a) or to the student. 
(d) REGULATIONS.— 
(1) IN
GENERAL.—Subject to the limitation 
under paragraph (2), the Secretary may issue regu-
lations as necessary to carry out this section. 
(2) TERMS AND CONDITIONS.—In issuing regu-
lations to establish any terms and conditions (includ-
ing eligibility requirements and award amounts) of a 
CTE Pell Grant under paragraph (1), the Secretary 
shall, to the extent practicable, model such regula-
tions on the terms and conditions of a Federal Pell 
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Grant under section 401 of the Higher Education 
Act of 1965 (20 U.S.C. 1070a). 
SEC. 5. DEFINITIONS. 
In this Act: 
(1) CAREER-ALIGNED COURSEWORK.—The term 
‘‘career-aligned coursework’’ means academic and 
technical content designed for students that— 
(A) aligns with State academic standards; 
(B) includes instruction on academic and 
technical knowledge and skills related to career 
readiness, including instruction aligned to high- 
skill, high-wage, or in-demand occupations; 
(C) aligns with the needs of industries in 
the economy of the State, region, or local com-
munity of the student; 
(D) is designed to progress from content 
that covers industries and careers broadly to 
content that covers specific elements of an in-
dustry or career; 
(E) provides multiple entry and exit points 
that allow students to begin, pause, or resume 
participation as needed, including mid-program 
or at transitional points between education and 
employment; and 
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(F) culminates in the attainment of a rec-
ognized postsecondary credential. 
(2) CAREER AND TECHNICAL EDUCATION.—The 
term ‘‘career and technical education’’ or ‘‘CTE’’ 
has the meaning given the term ‘‘career and tech-
nical education’’ in section 3 of the Carl D. Perkins 
Career and Technical Education Act of 2006 (20 
U.S.C. 2302). 
(3) CTE HIGH SCHOOL.—The term ‘‘CTE high 
school’’ means a public secondary school that pro-
vides academic instruction and career and technical 
education programs, resulting in a regular high 
school diploma and, where applicable, recognized 
postsecondary credentials or industry certifications. 
(4) ESEA TERMS.—The terms ‘‘local edu-
cational agency’’, ‘‘secondary school’’, and ‘‘State 
educational agency’’ have the meaning given the 
terms in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(5) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given the term in section 101 of the Higher 
Education Act of 1965 (20 U.S.C. 1001). 
(6) JUNIOR
OR
COMMUNITY
COLLEGE.—The 
term ‘‘junior or community college’’ has the meaning 
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given the term in section 312(f) of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1058(f)). 
(7) MULTI-CRAFT
CONSTRUCTION
INSTRUC-
TION.—The term ‘‘multi-craft construction instruc-
tion’’ means training programs that expose students 
to multiple construction-related trades and crafts 
(such as concrete and masonry, ventilation and air 
conditioning, carpentry, or other such combinations 
of construction trades and crafts) within a single in-
structional framework, often with pathways into reg-
istered apprenticeships. 
(8) OPPORTUNITY YOUTH.—The term ‘‘oppor-
tunity youth’’ means people between the ages of 16 
and 24 who are neither enrolled in school nor par-
ticipating in the labor market. 
(9) REGIONAL
CAREER
CENTER.—The term 
‘‘regional career center’’ means a centralized edu-
cational facility— 
(A) that provides career and technical edu-
cation programs to students enrolled in a sec-
ondary school; 
(B) is operated by a local educational 
agency, a consortium of local educational agen-
cies, or a State educational agency; and 
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(C) offers academic instruction aligned to 
high-skill, high-wage, or in-demand occupations. 
Æ 
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