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.