Career and Technical Education Access Act

Bill Number

H.R. 5531

Origin Chamber

House

Congress

119th Congress, Session 1

Policy Area

Education

Status

Introduced

Latest Action

2025-09-19: Referred to the House Committee on Education and Workforce.

Last Updated

2025-12-17T16:29:27Z

AI-Generated Summary

Purpose

The Career and Technical Education Access Act aims to address growing demands for skilled workers in key industries like manufacturing, healthcare, construction, and information technology by creating a federal grant program. It supports states in building or improving career and technical education (CTE) programs—hands-on training that prepares high school students for jobs or further education. The act emphasizes tailoring programs to local job needs, expanding access for underserved students (including those in rural areas or "opportunity youth," defined as 16- to 24-year-olds not in school or the workforce), and integrating work-based learning like internships.

Key Provisions

• Grant Program Establishment: The Secretary of Education, working with the Secretary of Labor, will create a competitive grant program within one year of enactment. Grants go to state educational agencies (SEAs) for up to five years to fund CTE expansion or improvement.
• Application Requirements: States must submit a five-year plan including a needs assessment (based on input from students, parents, employers, and communities), current program evaluation, budget/timeline, equity strategies, and alignment with local job markets.
• Approved Uses of Funds: Grants can support activities like building or renovating CTE schools or centers, developing job-aligned courses, partnering with businesses/unions/colleges, creating internships/apprenticeships, buying training tools, providing teacher training, expanding college credit options, developing online/hybrid programs for remote areas, and outreach to underserved youth.
• Cost Sharing: Federal funding covers 50-75% of costs, based on project scope and state resources; non-federal share can include in-kind contributions like donated equipment.
• Oversight and Accountability: States must report annually on enrollment, graduation/college/job rates, credentials earned, and employer involvement. The Secretary will publish reports online. Performance benchmarks (e.g., enrollment, job placement) trigger incentives for success or corrective plans/reductions for failure. States must conduct a workforce needs assessment every three years, analyzing job gaps and program alignment.
• CTE Pell Grants: A new financial aid program for public high school students, modeled on federal Pell Grants for college (which provide need-based aid). These grants cover costs for CTE programs, apprenticeships, certifications, or dual-enrollment with community colleges. Students apply directly or through schools; funds can go to the student or program. The Secretary sets eligibility and amounts via regulations.
• Flexibility and Incentives: Encourages employer involvement (e.g., funding, internships, hiring preferences) and seamless credit transfers to colleges. Supports standalone CTE high schools, regional centers, or hybrid models, including online options for rural access.

Significant Changes to Existing Law

This act builds on the Carl D. Perkins Career and Technical Education Act of 2006 (which funds CTE but focuses more on general support) by introducing a new, targeted competitive grant program for states and a novel "CTE Pell Grant" for high school students—extending Pell-like aid (previously for postsecondary only) to secondary CTE. It adds mandatory triennial workforce assessments, performance benchmarks with penalties/incentives, and explicit requirements for equity, online/hybrid delivery, and multi-craft construction training (e.g., combining trades like carpentry and HVAC). Unlike prior laws, it mandates automatic credit recognition for CTE coursework at colleges and incentivizes private-sector contributions.

Potential Impacts

• Government Agencies: The Department of Education and Labor will gain administrative duties, including grant reviews, benchmark setting, and a public database—potentially increasing workload but enabling better tracking of education-to-workforce outcomes. States may see expanded roles in program planning and reporting, with funding tied to performance.
• Citizens: High school students, especially in under-resourced, rural, or urban areas, could gain better access to practical training, certifications, and financial aid, leading to higher graduation rates, job placement, and earnings in high-demand fields. Opportunity youth and low-income families benefit from outreach and aid, reducing education gaps.
• International Relations: No direct impacts; the act focuses on domestic workforce development.

Main Stakeholders Affected

• Students and Families: Primary beneficiaries, particularly underserved groups, through expanded programs, aid, and pathways to credentials/jobs.
• Educators and Schools: State/local educational agencies, CTE high schools, and regional centers receive funding for facilities, tools, and training; teachers get professional development.
• Employers and Businesses: Encouraged to partner via incentives, gaining a pipeline of skilled workers aligned to local needs (e.g., in manufacturing or construction).
• Community Colleges and Unions: Involved in dual-enrollment, apprenticeships, and credit transfers, enhancing collaboration.
• Government Entities: SEAs handle applications and assessments; federal agencies oversee implementation.

Notable Legal, Constitutional, or Political Implications

• Legal: Establishes enforceable requirements like assessments and benchmarks, with grant reductions as penalties—potentially leading to disputes over "corrective action plans." Aligns with existing education laws (e.g., Elementary and Secondary Education Act definitions) but expands federal aid scope, requiring regulations to avoid overreach.
• Constitutional: Falls under Congress's spending power (Article I, Section 8) to promote general welfare through education funding; voluntary for states, respecting federalism.
• Political: Promotes workforce equity and economic mobility without mandating nationwide adoption, appealing across party lines for addressing skills gaps. Could spark debates on federal vs. state control in education or aid for vocational vs. traditional paths, but emphasizes local tailoring to minimize controversy.

This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.

Sponsor

Rep. Smith, Adam [D-WA-9]

Recent Actions

• 2025-09-19: Referred to the House Committee on Education and Workforce.
• 2025-09-19: Introduced in House
• 2025-09-19: Introduced in House

Bill Versions

• Career and Technical Education Access Act — issued 2025-09-19 — PDF (22 pages)