H.R. 5531

[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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