[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 5531 Introduced in House (IH)]
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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 Representatives 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 industries such as
manufacturing, healthcare, construction, and information
technology is increasing.
(2) Connecticut's Technical Education and Career System has
demonstrated that a statewide career 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 students, particularly those
in under-resourced communities.
(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, necessitating 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;
(3) ensure strong industry partnerships and work-based
learning opportunities in all CTE programs established or
supported by a grant under this Act;
(4) mandate States that receive a grant under this Act to
conduct a workforce alignment assessment every 3 years to
assess labor market needs and ensure alignment of CTE programs
with in-demand jobs;
(5) incentivize employer participation by encouraging
funding contributions, equipment donations, 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 programs receive
automatic credit transfer options for institutions of higher
education, ensuring their coursework is recognized at
participating institutions;
(8) permit States to use grant funds to develop and
implement online and hybrid CTE programs, expanding access to
students in remote or underserved areas; and
(9) establish a CTE Pell Grant for public secondary school
students, expanding access to financial aid for industry-
recognized certifications and training.
SEC. 3. GRANT PROGRAM FOR ESTABLISHING OR SUPPORTING CTE PROGRAMS.
(a) Establishment.--Not later than 1 year after the date of
enactment of this Act, the Secretary of Education, 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 manner, and containing such information
as the Secretary may reasonably require, including the CTE program
implementation 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-year plan for establishing and expanding CTE programs
that includes--
(1) a needs assessment demonstrating demand for CTE
programs based on stakeholder input, including input from
students, parents, local employers, and community partners;
(2) an assessment of the CTE programs offered by the State
educational agency at the time the application 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 expanding CTE
programs;
(4) a strategy for workforce alignment, including employer
partnerships and job placement pathways;
(5) a plan for ensuring equity and access regarding CTE
programs, including outreach to underserved populations and
opportunity youth;
(6) a program alignment report demonstrating alignment of
CTE program offerings with in-demand job sectors; and
(7) a plan for the development of online and hybrid CTE
programs where applicable.
(d) Grant Duration.--Except as provided in subsection (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 activities:
(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 enrolled in CTE programs.
(5) Collaborating with CTE high schools, regional career
centers, or local educational agencies to expand career
counseling, financial assistance, and wraparound services for
students enrolled in CTE programs.
(6) Purchasing state-of-the-art tools and software 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 educators in
secondary-level CTE programs, including instructors,
counselors, and program coordinators employed by CTE high
schools, regional career centers, or local educational
agencies.
(8) Expanding access to junior or community college courses
for CTE high school students to ensure 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.
(f) Geographic Diversity; Labor Market.--The Secretary shall award
grants under this section in a manner 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 determine the Federal
share of the cost of a project funded by a grant under this
section based on the factors described in paragraph (2) and
subject to the requirements 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 included
in the project, including whether the project will--
(i) establish a CTE program;
(ii) expand an existing CTE program; or
(iii) support an existing CTE program.
(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-Federal 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 access 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 submit to the Secretary a
report that includes the following:
(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-recognized
certificates, through a CTE program funded by a grant
under this section.
(D) The number of employers who participate 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 containing the information
reported to the Secretary under paragraph (1).
(i) Performance-Based Incentives.--The Secretary may award
additional grant funds to a State educational agency that demonstrates
through the annual report required under subsection (h)(1) that the CTE
programs of the State educational agency that are funded by a grant
under this section are successful at assisting students with acquiring
jobs and educational credentials, including industry-recognized
certificates.
(j) Benchmarks.--
(1) In general.--The Secretary shall establish performance
benchmarks for State educational agencies 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 programs.
(2) Corrective action plan.--A State educational agency
that receives a grant under this section and fails to meet 1 or
more of the benchmarks established pursuant to paragraph (1)
for 2 consecutive 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 include the
following:
(A) A needs assessment that--
(i) identifies the benchmarks established
pursuant to paragraph (1) that were not met and
examines the extent of underperformance;
(ii) identifies and analyses the causes of
underperformance, including any gaps in CTE
program access, equity, quality, or workforce
alignment;
(iii) reviews stakeholder feedback,
including input from students, educators,
employers, and community partners; and
(iv) evaluates current CTE program
capacity, staffing, partnerships, and resource
availability that may affect CTE program
outcomes.
(B) An improvement strategy that--
(i) outlines evidence-based actions the
State educational agency will take to address
the issues identified in the needs assessment,
including outlining any planned changes to CTE
program design, implementation, partnerships,
staffing, curriculum, instruction, or student
supports;
(ii) describes how the actions outlined
pursuant to clause (i) will address gaps in 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 implementing
each component of the improvement strategy;
(ii) establishes milestones, deadlines, and
responsible parties for each action outlined
under subparagraph (B)(i), as applicable; and
(iii) aligns with the reporting cycle of
the State educational agency and expected
period for achieving measurable improvement.
(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 frequency of data
collection and analysis;
(ii) outlines how progress will be reported
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 educational agency may
request that the Secretary restores the grant to the
original amount by submitting an application to the
Secretary containing 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 workforce needs assessment
shall include the following information:
(1) The labor market needs of the State such State
educational agency serves, including high-demand job sectors,
occupations with workforce shortages, and gaps in required
credentials or skills as identified by a workforce development
board or similar State authority.
(2) An analysis of whether the CTE programs of the State
align with the labor market needs of the State.
(3) Stakeholder input on the CTE programs of the State from
relevant employers, workforce boards (or similar State
authorities), educators, and students.
(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 tuition or other costs of attendance related to
enrollment in--
(1) a CTE program;
(2) a credentialing program;
(3) an apprenticeship or pre-apprenticeship program;
(4) a dual-enrollment program with a junior or community
college that includes instruction in technical coursework;
(5) an occupation training program that is included on a
list of training programs maintained by a State that identifies
programs aligned with in-demand industries or occupations in
the State;
(6) a program consisting of multi-craft construction
instruction; or
(7) any other educational program as determined appropriate
by the Secretary.
(b) Application.--
(1) Required materials.--To be eligible to receive a grant
under this section, a public secondary school student shall
submit an application to the Secretary (or to a participating
State educational agency or local educational agency in
accordance with paragraph (2)) at such time, in such manner,
and containing such information as the Secretary may reasonably
require, including documentation verifying that the student--
(A) is enrolled in a public secondary school;
(B) plans to enroll or is enrolled in a program
described in subsection (a); and
(C) has a financial need for assistance with
tuition or other costs of attendance related to
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 process 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 receives 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 regulations as necessary to carry
out this section.
(2) Terms and conditions.--In issuing regulations to
establish any terms and conditions (including eligibility
requirements and award amounts) of a CTE Pell Grant under
paragraph (1), the Secretary shall, to the extent practicable,
model such regulations on the terms and conditions of a Federal
Pell 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 community of the
student;
(D) is designed to progress from content that
covers industries and careers broadly to content that
covers specific elements of an industry 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
(F) culminates in the attainment of a recognized
postsecondary credential.
(2) Career and technical education.--The term ``career and
technical education'' or ``CTE'' has the meaning given the term
``career and technical 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 provides 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 educational agency'',
``secondary school'', and ``State educational agency'' have the
meaning given the terms in section 8101 of the Elementary and
Secondary 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 given the term in section
312(f) of the Higher Education Act of 1965 (20 U.S.C. 1058(f)).
(7) Multi-craft construction instruction.--The term
``multi-craft construction instruction'' 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 instructional
framework, often with pathways into registered apprenticeships.
(8) Opportunity youth.--The term ``opportunity youth''
means people between the ages of 16 and 24 who are neither
enrolled in school nor participating in the labor market.
(9) Regional career center.--The term ``regional career
center'' means a centralized educational facility--
(A) that provides career and technical education
programs to students enrolled in a secondary school;
(B) is operated by a local educational agency, a
consortium of local educational agencies, or a State
educational agency; and
(C) offers academic instruction aligned to high-
skill, high-wage, or in-demand occupations.
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