Union Calendar No. 109
115th CONGRESS 1st Session |
[Report No. 115–164]
To reauthorize the Carl D. Perkins Career and Technical Education Act of 2006.
May 4, 2017
Mr. Thompson of Pennsylvania (for himself, Mr. Byrne, Mr. Smucker, Mr. Ferguson, Mr. Krishnamoorthi, Ms. Clark of Massachusetts, Mr. Langevin, and Mr. Nolan) introduced the following bill; which was referred to the Committee on Education and the Workforce
June 7, 2017
Additional sponsors: Ms. Stefanik, Mr. Lewis of Minnesota, Ms. Foxx, Mr. Scott of Virginia, Ms. Bonamici, Mr. Schrader, Mr. Meehan, Mr. Mitchell, Mr. Courtney, Mr. Grothman, Mr. Norcross, Mr. Mooney of West Virginia, Mr. Culberson, Mr. Hultgren, Mr. Wilson of South Carolina, Mr. Costello of Pennsylvania, Mr. Bishop of Michigan, Mr. Stivers, Mr. Jenkins of West Virginia, Mr. Cartwright, Mr. Curbelo of Florida, Mr. Messer, Mr. Peters, Mr. Guthrie, Mr. Roe of Tennessee, Mr. Allen, Mr. Barletta, Mr. Walberg, Mr. Estes of Kansas, Mr. Garrett, Mr. Rokita, Mr. Rouzer, and Mr. Gallagher
June 7, 2017
Reported with an amendment, committed to the Committee of the Whole House on the State of the Union, and ordered to be printed
[Strike out all after the enacting clause and insert the part printed in italic]
[For text of introduced bill, see copy of bill as introduced on May 4, 2017]
To reauthorize the Carl D. Perkins Career and Technical Education Act of 2006.
Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,
This Act may be cited as the “Strengthening Career and Technical Education for the 21st Century Act”.
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
Sec. 3. References.
Sec. 4. Effective date.
Sec. 5. Table of contents of the Carl D. Perkins Career and Technical Education Act of 2006.
Sec. 6. Purpose.
Sec. 7. Definitions.
Sec. 8. Transition provisions.
Sec. 9. Prohibitions.
Sec. 10. Authorization of appropriations.
Sec. 110. Reservations and State allotment.
Sec. 111. Within State allocation.
Sec. 112. Accountability.
Sec. 113. National activities.
Sec. 114. Assistance for the outlying areas.
Sec. 115. Tribally controlled postsecondary career and technical institutions.
Sec. 116. Occupational and employment information.
Sec. 121. State plan.
Sec. 122. Improvement plans.
Sec. 123. State leadership activities.
Sec. 131. Local application for career and technical education programs.
Sec. 132. Local uses of funds.
Sec. 201. Federal and State administrative provisions.
Sec. 301. State responsibilities.
Except as otherwise expressly provided, whenever in this Act an amendment or repeal is expressed in terms of an amendment to, or repeal of, a section or other provision, the reference shall be considered to be made to a section or other provision of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.).
This Act, and the amendments made by this Act, shall take effect beginning on July 1, 2018.
Section 1(b) is amended to read as follows:
“(b) Table of contents.—The table of contents for this Act is as follows:
“Sec. 1. Short title; table of contents.
“Sec. 2. Purpose.
“Sec. 3. Definitions.
“Sec. 4. Transition provisions.
“Sec. 5. Privacy.
“Sec. 6. Limitation.
“Sec. 7. Special rule.
“Sec. 8. Prohibitions.
“Sec. 9. Authorization of appropriations.
“TITLE I—CAREER AND TECHNICAL EDUCATION ASSISTANCE TO THE STATES
“PART A—ALLOTMENT AND ALLOCATION
“Sec. 111. Reservations and State allotment.
“Sec. 112. Within State allocation.
“Sec. 113. Accountability.
“Sec. 114. National activities.
“Sec. 115. Assistance for the outlying areas.
“Sec. 116. Native American programs.
“Sec. 117. Tribally controlled postsecondary career and technical institutions.
“PART B—STATE PROVISIONS
“Sec. 121. State administration.
“Sec. 122. State plan.
“Sec. 123. Improvement plans.
“Sec. 124. State leadership activities.
“PART C—LOCAL PROVISIONS
“Sec. 131. Distribution of funds to secondary education programs.
“Sec. 132. Distribution of funds for postsecondary education programs.
“Sec. 133. Special rules for career and technical education.
“Sec. 134. Local application for career and technical education programs.
“Sec. 135. Local uses of funds.
“TITLE II—GENERAL PROVISIONS
“PART A—FEDERAL ADMINISTRATIVE PROVISIONS
“Sec. 211. Fiscal requirements.
“Sec. 212. Authority to make payments.
“Sec. 213. Construction.
“Sec. 214. Voluntary selection and participation.
“Sec. 215. Limitation for certain students.
“Sec. 216. Federal laws guaranteeing civil rights.
“Sec. 217. Participation of private school personnel and children.
“Sec. 218. Limitation on Federal regulations.
“Sec. 219. Study on programs of study aligned to high-skill, high-wage occupations.
“PART B—STATE ADMINISTRATIVE PROVISIONS
“Sec. 221. Joint funding.
“Sec. 222. Prohibition on use of funds to induce out-of-State relocation of businesses.
“Sec. 223. State administrative costs.
“Sec. 224. Student assistance and other Federal programs.”.
Section 2 (20 U.S.C. 2301) is amended—
Section 3 (20 U.S.C. 2302) is amended—
(2) by redesignating paragraphs (8), (9), (10), (11), (12), (13), (14), (15), (17), (18), (19), (20), (21), (22), (27), (28), (29), (30), (31), (33), and (34) as paragraphs (9), (10), (13), (16), (17), (19), (20), (23), (25), (27), (28), (30), (32), (35), (39), (40), (41), (44), (45), (46), and (47), respectively;
(3) in paragraph (3)—
(4) in paragraph (5)—
(A) in subparagraph (A)—
(i) in clause (i)—
(I) by striking “coherent and rigorous content aligned with challenging academic standards” and inserting “content at the secondary level aligned with the challenging State academic standards adopted by a State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)), and at the postsecondary level with the rigorous academic content,”;
(C) by adding at the end the following:
“(C) to the extent practicable, coordinate between secondary and postsecondary education programs, which may include early college programs with articulation agreements, dual or concurrent enrollment program opportunities, or programs of study; and
“(D) may include career exploration at the high school level or as early as the middle grades (as such term is defined in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)).”;
(5) in paragraph (7)—
(A) in subparagraph (A), by striking “(and parents, as appropriate)” and inserting “(and, as appropriate, parents and out-of-school youth)”; and
(B) in subparagraph (B), by striking “financial aid,” and all that follows through the period at the end and inserting “financial aid, job training, secondary and postsecondary options (including baccalaureate degree programs), dual or concurrent enrollment programs, work-based learning opportunities, and support services.”;
(6) by inserting after paragraph (7) the following:
“(8) CAREER PATHWAYS.—The term ‘career pathways’ has the meaning given the term in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102).”;
(7) by inserting after paragraph (10) (as so redesignated by paragraph (2)) the following:
“(11) CTE CONCENTRATOR.—The term ‘CTE concentrator’ means—
(8) by inserting after paragraph (13) (as so redesignated by paragraph (2)) the following:
“(14) DUAL OR CONCURRENT ENROLLMENT.—The term ‘dual or concurrent enrollment’ has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
“(15) EARLY COLLEGE HIGH SCHOOL.—The term ‘early college high school’ has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).”;
(9) by inserting after paragraph (17) (as so redesignated by paragraph (2)) the following:
(10) by amending paragraph (19) (as so redesignated by paragraph (2)) to read as follows:
“(19) ELIGIBLE INSTITUTION.—The term ‘eligible institution’ means—
“(B) a public or nonprofit private institution of higher education that offers and will use funds provided under this title in support of career and technical education courses that lead to technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree;
“(E) a postsecondary educational institution controlled by the Bureau of Indian Affairs or operated by or on behalf of any Indian tribe that is eligible to contract with the Secretary of the Interior for the administration of programs under the Indian Self-Determination and Education Assistance Act (25 U.S.C. 450 et seq.) or the Act of April 16, 1934 (25 U.S.C. 452 et seq.); or
(11) by adding after paragraph (20) (as so redesignated by paragraph (2)) the following:
“(21) ENGLISH LEARNER.—The term ‘English learner’ means—
“(A) a secondary school student who is an English learner, as defined in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801); or
“(22) EVIDENCE-BASED.—The term ‘evidence-based’ has the meaning given the term in section 8101(21)(A) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801(21)(A)).”;
(12) by inserting after paragraph (23) (as so redesignated by paragraph (2)) the following:
“(24) IN-DEMAND INDUSTRY SECTOR OR OCCUPATION.—The term ‘in-demand industry sector or occupation’ has the meaning given the term in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102).”;
(13) by inserting after paragraph (25) (as so redesignated by paragraph (2)) the following:
“(26) INDUSTRY OR SECTOR PARTNERSHIP.—The term ‘industry or sector partnership’ has the meaning given the term in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102).”;
(15) by inserting after paragraph (30) (as so redesignated by paragraph (2)) the following:
“(31) OUT-OF-SCHOOL YOUTH.—The term ‘out-of-school youth’ has the meaning given the term in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102).”;
(16) by inserting after paragraph (32) (as so redesignated by paragraph (2)) the following:
“(33) PARAPROFESSIONAL.—The term ‘paraprofessional’ has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
“(34) PAY FOR SUCCESS INITIATIVE.—The term ‘pay for success initiative’ has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801), except that such term does not include an initiative that—
“(A) reduces the special education or related services that a student would otherwise receive under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.); or
“(B) otherwise reduces the rights of a student or the obligations of an entity under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), the Rehabilitation Act of 1973 (29 U.S.C. 701 et seq.), the Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.), or any other law.”;
(17) by inserting after paragraph (35) (as so redesignated by paragraph (2)) the following:
“(36) PROGRAM OF STUDY.—The term ‘program of study’ means a coordinated, nonduplicative sequence of secondary and postsecondary academic and technical content that—
“(A) incorporates challenging State academic standards, including those adopted by a State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)), that—
“(37) QUALIFIED INTERMEDIARY.—The term ‘qualified intermediary’ means a non-profit entity that demonstrates expertise to build, connect, sustain, and measure partnerships with entities such as employers, schools, community-based organizations, postsecondary institutions, social service organizations, economic development organizations, and workforce systems to broker services, resources, and supports to youth and the organizations and systems that are designed to serve youth, including—
“(38) RECOGNIZED POSTSECONDARY CREDENTIAL.—The term ‘recognized postsecondary credential’ has the meaning given the term in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102).”;
(18) in paragraph (41) (as so redesignated by paragraph (2))—
(A) in subparagraph (B), by striking “foster children” and inserting “youth who are in or have aged out of the foster care system”;
(C) in subparagraph (F), by striking “individuals with limited English proficiency.” and inserting “English learners;”; and
(D) by adding at the end the following:
“(G) homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a); and
(19) by inserting after paragraph (41) (as so redesignated by paragraph (2)) the following:
“(42) SPECIALIZED INSTRUCTIONAL SUPPORT PERSONNEL.—The term ‘specialized instructional support personnel’ has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
“(43) SPECIALIZED INSTRUCTIONAL SUPPORT SERVICES.—The term ‘specialized instructional support services’ has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).”;
(20) in paragraph (45) (as so redesignated by paragraph (2)) by inserting “(including paraprofessionals and specialized instructional support personnel)” after “supportive personnel”; and
(21) by adding at the end the following:
“(48) UNIVERSAL DESIGN FOR LEARNING.—The term ‘universal design for learning’ has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
“(49) WORK-BASED LEARNING.—The term ‘work-based learning’ means sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, first-hand engagement with the tasks required of a given career field, that are aligned to curriculum and instruction.”.
Section 4 (20 U.S.C. 2303) is amended—
Section 8 (20 U.S.C. 2306a) is amended—
(1) in subsection (a), by striking “Federal Government to mandate,” and all that follows through the period at the end and inserting “Federal Government—
“(1) to condition or incentivize the receipt of any grant, contract, or cooperative agreement, or the receipt of any priority or preference under such grant, contract, or cooperative agreement, upon a State, local educational agency, eligible agency, eligible recipient, eligible entity, or school’s adoption or implementation of specific instructional content, academic standards and assessments, curricula, or program of instruction (including any condition, priority, or preference to adopt the Common Core State Standards developed under the Common Core State Standards Initiative, any other academic standards common to a significant number of States, or any assessment, instructional content, or curriculum aligned to such standards);
“(2) through grants, contracts, or other cooperative agreements, to mandate, direct, or control a State, local educational agency, eligible agency, eligible recipient, eligible entity, or school’s specific instructional content, academic standards and assessments, curricula, or program of instruction (including any requirement, direction, or mandate to adopt the Common Core State Standards developed under the Common Core State Standards Initiative, any other academic standards common to a significant number of States, or any assessment, instructional content, or curriculum aligned to such standards); and
Section 9 (20 U.S.C. 2307) is amended to read as follows:
Paragraph (5) of section 111(a) (20 U.S.C. 2321(a)) is amended—
(1) in subparagraph (A), by striking “No State” and inserting “For each of fiscal years 2018, 2019, and 2020, no State”;
(3) by inserting after subparagraph (A), as amended by paragraph (1), the following:
“(B) FISCAL YEAR 2021 AND EACH SUCCEEDING FISCAL YEAR.—For fiscal year 2021 and each of the succeeding fiscal years, no State shall receive an allotment under this section for a fiscal year that is less than 90 percent of the allotment the State received under this section for the preceding fiscal year.”; and
Section 112 (20 U.S.C. 2322) is amended—
(2) in subsection (c), by striking “section 135” and all that follows through the end and inserting “section 135—
Section 113 (20 U.S.C. 2323) is amended—
(1) in subsection (a), by striking “comprised of the activities” and inserting “comprising the activities”;
(2) in subsection (b)—
(A) in paragraph (1), by striking subparagraph (B) and redesignating subparagraph (C) as subparagraph (B);
(B) in paragraph (1)(B), as so redesignated, by striking “, and State levels of performance described in paragraph (3)(B) for each additional indicator of performance”; and
(C) by striking paragraph (2) and inserting the following:
“(2) INDICATORS OF PERFORMANCE.—
“(A) CORE INDICATORS OF PERFORMANCE FOR CTE CONCENTRATORS AT THE SECONDARY LEVEL.—Each eligible agency shall identify in the State plan core indicators of performance for CTE concentrators at the secondary level that are valid and reliable, and that include, at a minimum, measures of each of the following:
“(i) The percentage of CTE concentrators who graduate high school, as measured by—
“(I) the four-year adjusted cohort graduation rate (defined in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)); and
“(II) at the State’s discretion, the extended-year adjusted cohort graduation rate defined in such section 8101 (20 U.S.C. 7801).
“(ii) CTE concentrator attainment of challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)), and measured by the academic assessments described in section 1111(b)(2) of such Act (20 U.S.C. 6311(b)(2)).
“(iii) The percentage of CTE concentrators who, in the second quarter following the program year after exiting from secondary education, are in postsecondary education or advanced training, military service, or unsubsidized employment.
“(iv) Not less than one indicator of career and technical education program quality that—
“(I) shall include, not less than one of the following—
“(aa) the percentage of CTE concentrators, as defined in section 3(11)(A)(ii), graduating from high school having attained recognized postsecondary credentials;
“(bb) the percentage of CTE concentrators, as defined in section 3(11)(A)(ii), graduating from high school having attained postsecondary credits in the relevant career and technical educational program or program of study earned through dual and concurrent enrollment or another credit transfer agreement; or
“(B) CORE INDICATORS OF PERFORMANCE FOR CTE CONCENTRATORS AT THE POSTSECONDARY LEVEL.—Each eligible agency shall identify in the State plan core indicators of performance for CTE concentrators at the postsecondary level that are valid and reliable, and that include, at a minimum, measures of each of the following:
“(i) The percentage of CTE concentrators, who, during the second quarter after program completion, are in education or training activities, advanced training, or unsubsidized employment.
“(ii) The median earnings of CTE concentrators in unsubsidized employment two quarters after program completion.
“(C) ALIGNMENT OF PERFORMANCE INDICATORS.—In developing core indicators of performance under subparagraphs (A) and (B), an eligible agency shall, to the greatest extent possible, align the indicators so that substantially similar information gathered for other State and Federal programs, or for any other purpose, may be used to meet the requirements of this section.”;
(D) in paragraph (3)—
(i) by amending subparagraph (A) to read as follows:
“(A) STATE ADJUSTED LEVELS OF PERFORMANCE FOR CORE INDICATORS OF PERFORMANCE.—
“(i) IN GENERAL.—Each eligible agency, with input from eligible recipients, shall establish and identify in the State plan submitted under section 122, for the first 2 program years covered by the State plan, State levels of performance for each of the core indicators of performance described in subparagraphs (A) and (B) of paragraph (2) for career and technical education activities authorized under this title. The levels of performance established under this subparagraph shall, at a minimum—
“(ii) STATE ADJUSTED LEVELS OF PERFORMANCE FOR SUBSEQUENT YEARS.—Prior to the third program year covered by the State plan, each eligible agency shall revise the State levels of performance for each of the core indicators of performance for the subsequent program years covered by the State plan, taking into account the extent to which such levels of performance promote meaningful program improvement on such indicators. The State adjusted levels of performance identified under this clause shall be considered to be the State adjusted levels of performance for the State for such years and shall be incorporated into the State plan.
“(iii) REPORTING.—The eligible agency shall, for each year described in clauses (i) and (iii), publicly report and widely disseminate the State levels of performance described in this subparagraph.
“(iv) REVISIONS.—If unanticipated circumstances arise in a State, the eligible agency may revise the State adjusted levels of performance required under this subparagraph, and submit such revised levels of performance with evidence supporting the revision and demonstrating public consultation, in a manner consistent with the procedure described in subsections (d) and (f) of section 122.”;
(E) in paragraph (4)—
(i) in subparagraph (A)—
(I) in clause (i)(I), by striking “consistent with the State levels of performance established under paragraph (3), so as” and inserting “consistent with the form expressed in the State levels, so as”;
(IV) in clause (v)—
Section 114 (20 U.S.C. 2324) is amended—
(1) in subsection (a)—
(2) by amending subsection (b) to read as follows:
“(b) Reasonable cost.—The Secretary shall take such action as may be necessary to secure at reasonable cost the information required by this title. To ensure reasonable cost, the Secretary, in consultation with the National Center for Education Statistics and the Office of Career, Technical, and Adult Education shall determine the methodology to be used and the frequency with which such information is to be collected.”;
(3) in subsection (c)—
(A) in paragraph (1)—
(4) in subsection (d)—
(A) in paragraph (1)—
(i) in subparagraph (A)—
(I) by inserting “, acting through the Director of the Institute for Education Sciences,” after “The Secretary”;
(B) in paragraph (2)—
(ii) in subparagraph (A)—
(I) by inserting “, acting through the Director of the Institute for Education Sciences,” after “the Secretary”;
(II) by striking “an independent evaluation and assessment” and inserting “a series of research and evaluation initiatives for each year for which funds are appropriated to carry out this Act, which are aligned with the plan in subsection (c)(2),”;
(III) by striking “Carl D. Perkins Career and Technical Education Improvement Act of 2006” and inserting “Strengthening Career and Technical Education for the 21st Century Act”;
(iii) by amending subparagraph (B) to read as follows:
“(B) CONTENTS.—The evaluation required under subparagraph (A) shall include descriptions and evaluations of—
“(i) the extent and success of the integration of challenging State academic standards adopted under 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)) and career and technical education for students participating in career and technical education programs, including a review of the effect of such integration on the academic and technical proficiency achievement of such students (including the number of such students that receive a regular high school diploma, as such term is defined under section 8101 of the Elementary and Secondary Education Act of 1965 or a State-defined alternative diploma described in section 8101(25)(A)(ii)(I)(bb) of such Act (20 U.S.C. 7801(25)(A)(ii)(I)(bb)));
“(ii) the extent to which career and technical education programs and programs of study prepare students, including special populations, for subsequent employment in high-skill, high-wage occupations (including those in which mathematics and science, which may include computer science, skills are critical), or for participation in postsecondary education;
“(iii) employer involvement in, benefit from, and satisfaction with, career and technical education programs and programs of study and career and technical education students’ preparation for employment;
“(iv) efforts to expand access to career and technical education programs of study for all students;
“(v) innovative approaches to work-based learning programs that increase participation and alignment with employment in high-growth industries, including in rural and low-income areas;
“(vi) the extent to which career and technical education programs supported by this Act are grounded on evidence-based research;
“(vii) the impact of the amendments to this Act made under the Strengthening Career and Technical Education for the 21st Century Act, including comparisons, where appropriate, of—
“(III) coordination of planning and program delivery with other relevant laws, including the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.) and the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.);
(iv) in subparagraph (C)—
(I) in clause (i)—
(aa) by inserting “, in consultation with the Director of the Institute for Education Sciences,” after “The Secretary”;
(II) by adding after clause (ii) the following:
“(iii) DISSEMINATION.—In addition to submitting the reports required under clause (i), the Secretary shall disseminate the results of the evaluation widely and on a timely basis in order to increase the understanding among State and local officials and educators of the effectiveness of programs and activities supported under the Act and of the career and technical education programs that are most likely to produce positive educational and employment outcomes.”; and
(C) by striking paragraphs (3), (4), and (5) and inserting the following:
“(3) INNOVATION.—
“(A) GRANT PROGRAM.—To identify and support evidence-based and innovative strategies and activities to improve career and technical education and align workforce skills with labor market needs as part of the plan developed under subsection (c) and the requirements of this subsection, the Secretary may award grants to eligible entities to—
“(B) MATCHING FUNDS.—
“(i) MATCHING FUNDS REQUIRED.—Except as provided under clause (ii), to receive a grant under this paragraph, an eligible entity shall, through cash or in-kind contributions, provide matching funds from public or private sources in an amount equal to at least 50 percent of the funds provided under such grant.
“(C) APPLICATION.—To receive a grant under this paragraph, an eligible entity shall submit to the Secretary at such a time as the Secretary may require, an application that—
“(i) identifies and designates the agency, institution, or school responsible for the administration and supervision of the program assisted under this paragraph;
“(iii) describes how the eligible entity will use the grant funds, including how such funds will directly benefit students, including special populations, served by the eligible entity;
“(iv) describes how the program assisted under this paragraph will be coordinated with the activities carried out under section 124 or 135;
“(D) PRIORITY.—In awarding grants under this paragraph, the Secretary shall give priority to applications from eligible entities that will predominantly serve students from low-income families.
“(E) GEOGRAPHIC DIVERSITY.—
“(i) IN GENERAL.—In awarding grants under this paragraph, the Secretary shall award no less than 25 percent of the total available funds for any fiscal year to eligible entities proposing to fund career and technical education activities that serve—
“(I) a local educational agency with an urban-centric district locale code of 32, 33, 41, 42, or 43, as determined by the Secretary;
“(II) an institution of higher education primarily serving the one or more areas served by such a local educational agency;
“(F) USES OF FUNDS.—An eligible entity that is awarded a grant under this paragraph shall use the grant funds, in a manner consistent with subparagraph (A)(i), to—
“(i) improve career and technical education outcomes of students served by eligible entities under this title;
“(iii) improve the transition of students from secondary education to postsecondary education or employment;
“(iv) improve the incorporation of comprehensive work-based learning into career and technical education;
“(vi) support new models for integrating academic content and career and technical education content in such programs;
“(vii) support the development and enhancement of innovative delivery models for career and technical education;
“(viii) work with industry to design and implement courses or programs of study aligned to labor market needs in new or emerging fields;
“(ix) integrate science, technology, engineering, and mathematics fields, including computer science education, with career and technical education;
“(G) EVALUATION.—Each eligible entity receiving a grant under this paragraph shall provide for an independent evaluation of the activities carried out using such grant and submit to the Secretary an annual report that includes—
“(ii) the performance of the eligible entity with respect to, at a minimum, the performance indicators described under section 113, as applicable, and disaggregated by—
“(I) subgroups of students described in section 1111(c)(2)(B) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(c)(2)(B));
Section 115 (20 U.S.C. 2325) is amended—
Section 117(i) (20 U.S.C. 2327(i)) is amended to read as follows:
Section 118 (20 U.S.C. 2328) is repealed.
Section 122 (20 U.S.C. 2342) is amended—
(1) in subsection (a)—
(C) in paragraph (3), by striking “(including charter school” and all that follows through “and community organizations)” and inserting “(including teachers, faculty, specialized instructional support personnel, paraprofessionals, school leaders, authorized public chartering agencies, and charter school leaders, consistent with State law, employers, labor organizations, parents, students, and community organizations)”; and
(2) by amending subsections (b), (c), (d), and (e) to read as follows:
“(b) Options for submission of state plan.—
“(1) COMBINED PLAN.—The eligible agency may submit a combined plan that meets the requirements of this section and the requirements of section 103 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3113), unless the eligible agency opts to submit a single plan under paragraph (2) and informs the Secretary of such decision.
“(c) Plan development.—
“(1) IN GENERAL.—The eligible agency shall—
“(A) develop the State plan in consultation with—
“(i) representatives of secondary and postsecondary career and technical education programs, including eligible recipients and representatives of 2-year Minority-Serving Institutions and Historically Black Colleges and Universities in States where such institutions are in existence, and charter school representatives in States where such schools are in existence, which shall include teachers, faculty, school leaders, specialized instructional support personnel (including guidance counselors), and paraprofessionals;
“(iii) the State workforce development board described in section 101 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3111);
“(v) representatives of business and industry (including representatives of small business), which shall include representatives of industry and sector partnerships in the State, as appropriate, and representatives of labor organizations in the State;
“(2) ACTIVITIES AND PROCEDURES.—The eligible agency shall develop effective activities and procedures, including access to information needed to use such procedures, to allow the individuals and entities described in paragraph (1) to participate in State and local decisions that relate to development of the State plan.
“(d) Plan contents.—The State plan shall include—
“(1) a summary of State-supported workforce development activities (including education and training) in the State, including the degree to which the State’s career and technical education programs and programs of study are aligned with such activities;
“(2) the State’s strategic vision and set of goals for preparing an educated and skilled workforce (including special populations) and for meeting the skilled workforce needs of employers, including in-demand industry sectors and occupations as identified by the State, and how the State’s career and technical education programs will help to meet these goals;
“(3) a summary of the strategic planning elements of the unified State plan required under section 102(b)(1) of the Workforce Innovation and Opportunity Act (29 U.S.C. 3112(b)(1)), including the elements related to system alignment under section 102(b)(2)(B) of such Act (29 U.S.C. 3112(b)(2)(B));
“(4) a description of the career and technical education programs or programs of study that will be supported, developed, or improved, including descriptions of—
“(A) the programs of study to be developed at the State level and made available for adoption by eligible recipients;
“(B) the process and criteria to be used for approving locally developed programs of study or career pathways, including how such programs address State workforce development and education needs; and
“(C) how the eligible agency will—
“(i) make information on approved programs of study and career pathways, including career exploration, work-based learning opportunities, dual and concurrent enrollment opportunities, and guidance and advisement resources, available to students and parents;
“(ii) ensure nonduplication of eligible recipients’ development of programs of study and career pathways;
“(iii) determine alignment of eligible recipients’ programs of study to the State, regional or local economy, including in-demand fields and occupations identified by the State workforce development board as appropriate;
“(v) coordinate with the State workforce board to support the local development of career pathways and articulate processes by which career pathways will be developed by local workforce development boards;
“(vi) use State, regional, or local labor market data to align career and technical education with State labor market needs;
“(5) a description of the criteria and process for how the eligible agency will approve eligible recipients for funds under this Act, including how—
“(6) a description of how the eligible agency will support the recruitment and preparation of teachers, including special education teachers, faculty, administrators, specialized instructional support personnel, and paraprofessionals to provide career and technical education instruction, leadership, and support;
“(7) a description of how the eligible agency will use State leadership funding to meet the requirements of section 124(b);
“(8) a description of how funds received by the eligible agency through the allotment made under section 111 will be distributed—
“(A) among career and technical education at the secondary level, or career and technical education at the postsecondary and adult level, or both, including how such distribution will most effectively provide students with the skills needed to succeed in the workplace; and
“(B) among any consortia that may be formed among secondary schools and eligible institutions, and how funds will be distributed among the members of the consortia, including the rationale for such distribution and how it will most effectively provide students with the skills needed to succeed in the workplace;
“(9) a description of the procedure the eligible agency will adopt for determining State adjusted levels of performance described in section 113, which at a minimum shall include—
“(10) assurances that—
“(A) the eligible agency will comply with the requirements of this Act and the provisions of the State plan, including the provision of a financial audit of funds received under this Act, which may be included as part of an audit of other Federal or State programs;
“(B) none of the funds expended under this Act will be used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the acquiring entity or the employees of the acquiring entity, or any affiliate of such an organization;
“(C) the eligible agency will use the funds to promote preparation for high-skill, high-wage, or in-demand occupations and nontraditional fields, as identified by the State;
“(D) the eligible agency will use the funds provided under this Act to implement career and technical education programs and programs of study for individuals in State correctional institutions, including juvenile justice facilities; and
“(E) the eligible agency will provide local educational agencies, area career and technical education schools, and eligible institutions in the State with technical assistance, including technical assistance on how to close gaps in student participation and performance in career and technical education programs.
“(e) Consultation.—
“(1) IN GENERAL.—The eligible agency shall develop the portion of each State plan relating to the amount and uses of any funds proposed to be reserved for adult career and technical education, postsecondary career and technical education, and secondary career and technical education after consultation with the—
“(2) OBJECTIONS OF STATE AGENCIES.—If a State agency other than the eligible agency finds that a portion of the final State plan is objectionable, that objection shall be filed together with the State plan. The eligible agency shall respond to any objections of such State agency in the State plan submitted to the Secretary.
“(f) Plan approval.—
“(1) IN GENERAL.—The Secretary shall approve a State plan not later than 120 days after its submission to the Secretary unless the Secretary—
Section 123 (20 U.S.C. 2343) is amended—
(1) in subsection (a)—
(B) in paragraph (2)—
(C) in paragraph (3)—
(i) by amending subparagraph (A) to read as follows:
“(A) IN GENERAL.—If the eligible agency fails to make any improvement in meeting any of the State adjusted levels of performance for any of the core indicators of performance identified under paragraph (1) during the first 2 years of implementation of the improvement plan required under paragraph (1), the eligible agency—
(2) in subsection (b)—
(A) in paragraph (2), by striking “the eligible agency, appropriate agencies, individuals, and organizations” and inserting “local stakeholders included in section 134(d)(1)”;
(B) in paragraph (3), by striking “shall work with the eligible recipient to implement improvement activities consistent with the requirements of this Act.” and inserting “shall provide technical assistance to assist the eligible recipient in meeting its responsibilities under section 134.”;
(C) in paragraph (4)—
(i) by amending subparagraph (A) to read as follows:
“(A) IN GENERAL.—If the eligible recipient fails to make any improvement in meeting any of the local adjusted levels of performance for any of the core indicators of performance identified under paragraph (2) during a number of years determined by the eligible agency, the eligible recipient—
Section 124 (20 U.S.C. 2344) is amended—
(1) in subsection (a), by striking “shall conduct State leadership activities.” and inserting “shall—
(2) in subsection (b)—
(A) by striking paragraphs (1) through (4) and inserting the following:
“(1) developing statewide programs of study, which may include standards, curriculum, and course development, and career exploration, guidance, and advisement activities and resources;
“(2) approving locally developed programs of study that meet the requirements established in section 122(d)(4)(B);
“(4) establishing statewide partnerships among local educational agencies, institutions of higher education, and employers, including small businesses, to develop and implement programs of study aligned to State and local economic and education needs, including as appropriate, in-demand industry sectors and occupations;”; and
(B) by striking paragraphs (6) through (9) and inserting the following:
“(6) support services for individuals in State institutions, such as State correctional institutions, including juvenile justice facilities, and educational institutions that serve individuals with disabilities;
“(7) for faculty and teachers providing career and technical education instruction, support services, and specialized instructional support services, high-quality comprehensive professional development that is, to the extent practicable, grounded in evidence-based research (to the extent a State determines that such evidence is reasonably available) that identifies the most effective educator professional development process and is coordinated and aligned with other professional development activities carried out by the State (including under title II of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6601 et seq.) and title II of the Higher Education Act of 1965 (20 U.S.C. 1021 et seq.)), including programming that—
“(A) promotes the integration of the challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)) and relevant technical knowledge and skills;
(3) in subsection (c), by striking paragraphs (1) through (17) and inserting the following:
“(1) awarding incentive grants to eligible recipients—
“(A) for exemplary performance in carrying out programs under this Act, which awards shall be based on—
“(i) eligible recipients exceeding the local adjusted level of performance established under section 113(b)(4)(A) in a manner that reflects sustained or significant improvement;
“(ii) eligible recipients effectively developing connections between secondary education and postsecondary education and training;
“(2) providing support for the adoption and integration of recognized postsecondary credentials or for consultation and coordination with other State agencies for the identification, consolidation, or elimination of licenses or certifications which pose an unnecessary barrier to entry for aspiring workers and provide limited consumer protection;
“(3) the creation, implementation, and support of pay-for-success initiatives leading to recognized postsecondary credentials;
“(4) support for career and technical education programs for adults and out-of-school youth concurrent with their completion of their secondary school education in a school or other educational setting;
“(6) support for the development, implementation, and expansion of programs of study or career pathways in areas declared to be in a state of emergency under section 501 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5191);
“(7) providing support for dual or concurrent enrollment programs, such as early college high schools;
“(8) improvement of career guidance and academic counseling programs that assist students in making informed academic and career and technical education decisions, including academic and financial aid counseling;
“(9) support for the integration of employability skills into career and technical education programs and programs of study;
“(10) support for programs and activities that increase access, student engagement, and success in science, technology, engineering, and mathematics fields (including computer science), particularly for students who are members of groups underrepresented in such subject fields, such as female students, minority students, and students who are members of special populations;
“(11) support for career and technical student organizations, especially with respect to efforts to increase the participation of students who are members of special populations;
“(13) support for preparing, retaining, and training of career and technical education teachers, faculty, specialized instructional support personnel, and paraprofessionals, such as preservice, professional development, and leadership development programs;
“(15) supporting the use of career and technical education programs and programs of study aligned with State, regional, or local in-demand industry sectors or occupations identified by State or local workforce development boards;
“(16) making all forms of instructional content widely available, which may include use of open educational resources;
“(17) support for the integration of arts and design skills, when appropriate, into career and technical education programs and programs of study; and
“(18) support for accelerated learning programs (described in section 4104(b)(3)(A)(i)(IV) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7114(b)(3)(A)(i)(IV)) when any such program is part of a program of study.”.
Section 134 (20 U.S.C. 2354) is amended—
(3) by striking subsection (b) and inserting the following:
“(b) Contents.—The eligible agency shall determine the requirements for local applications, except that each local application shall contain—
“(1) a description of the results of the comprehensive needs assessment conducted under subsection (c);
“(2) information on the programs of study approved by a State under section 124(b)(2) supported by the eligible recipient with funds under this part, including—
“(c) Comprehensive needs assessment.—
“(1) IN GENERAL.—To be eligible to receive financial assistance under this part, an eligible recipient shall—
“(2) REQUIREMENTS.—The comprehensive local needs assessment described under paragraph (1) shall include—
“(A) an evaluation of the performance of the students served by the eligible recipient with respect to State and local adjusted levels of performance established pursuant to section 113, including an evaluation of performance for special populations;
“(B) a description of how career and technical education programs offered by the eligible recipient are—
“(i) sufficient in size, scope, and quality to meet the needs of all students served by the eligible recipient; and
“(C) an evaluation of progress toward the implementation of career and technical education programs and programs of study;
“(D) an evaluation of strategies needed to overcome barriers that result in lowering rates of access to, or lowering success in, career and technical education programs for special populations, which may include strategies to establish or utilize existing flexible learning and manufacturing facilities, such as makerspaces;
“(E) a description of how the eligible recipient will improve recruitment, retention, and training of career and technical education teachers, faculty, specialized instructional support personnel, paraprofessionals, and career, academic, and guidance counselors, including individuals in groups underrepresented in such professions; and
“(d) Consultation.—In conducting the comprehensive needs assessment under subsection (c), an eligible recipient shall involve a diverse body of stakeholders, including, at a minimum—
“(1) representatives of career and technical education programs in a local educational agency or educational service agency, including teachers and administrators;
“(2) representatives of career and technical education programs at postsecondary educational institutions, including faculty and administrators;
“(3) representatives of State or local workforce development boards and a range of local or regional businesses or industries;
“(6) representatives of local agencies serving out-of-school youth, homeless children and youth, and at-risk youth (as defined in section 1432 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6472)).
“(e) Continued consultation.—An eligible recipient receiving financial assistance under this part shall consult with the entities described in subsection (d) on an ongoing basis to—
“(1) provide input on annual updates to the comprehensive needs assessment required under subsection (c);
“(2) ensure programs of study are—
“(B) aligned with employment priorities in the State, regional, or local economy identified by employers and the entities described in subsection (d), which may include in-demand industry sectors or occupations identified by the local workforce development board;
“(C) informed by labor market information, including information provided under section 15(e)(2)(C) of the Wagner-Peyser Act (29 U.S.C. 491–2(e)(2)(C));
“(E) allow employer input, including input from industry or sector partnerships in the local area, where applicable, into the development and implementation of programs of study to ensure programs align with skills required by local employment opportunities, including activities such as the identification of relevant standards, curriculum, industry-recognized credentials, and current technology and equipment;
Section 135 (20 U.S.C. 2355) is amended to read as follows:
“SEC. 135. Local uses of funds.
“(a) General authority.—Each eligible recipient that receives funds under this part shall use such funds to develop, coordinate, implement, or improve career and technical education programs to meet the needs identified in the comprehensive needs assessment described in section 134(c).
“(b) Requirements for uses of funds.—Funds made available to eligible recipients under this part shall be used to support career and technical education programs that are of sufficient size, scope, and quality to be effective and—
“(1) provide career exploration and career development activities through an organized, systematic framework designed to aid students, before enrolling and while participating in a career and technical education program, in making informed plans and decisions about future education and career opportunities and programs of study, which may include—
“(2) provide professional development for teachers, principals, school leaders, administrators, faculty, and career and guidance counselors with respect to content and pedagogy that—
“(A) supports individualized academic and career and technical education instructional approaches, including the integration of academic and career and technical education standards and curriculum;
“(B) ensures labor market information is used to inform the programs, guidance, and advisement offered to students;
“(C) provides educators with opportunities to advance knowledge, skills, and understanding of all aspects of an industry, including the latest workplace equipment, technologies, standards, and credentials;
“(D) supports administrators in managing career and technical education programs in the schools, institutions, or local educational agencies of such administrators;
“(3) provide career and technical education students, including special populations, with the skills necessary to pursue high-skill, high-wage occupations;
“(4) support integration of academic skills into career and technical education programs and programs of study to support CTE participants at the secondary school level in meeting the challenging State academic standards adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)) by the State in which the eligible recipient is located;
“(5) plan and carry out elements that support the implementation of career and technical education programs and programs of study and student achievement of the local adjusted levels of performance established under section 113, which may include—
“(B) sustainable relationships among education, business and industry, and other community stakeholders, including industry or sector partnerships in the local area, where applicable, that are designed to facilitate the process of continuously updating and aligning programs of study with skills in demand in the State, regional, or local economy;
“(C) dual or concurrent enrollment programs, including early college high schools, and the development or implementation of articulation agreements;
“(D) appropriate equipment, technology, and instructional materials (including support for library resources) aligned with business and industry needs, including machinery, testing equipment, tools, implements, hardware and software, and other new and emerging instructional materials;
“(F) industry-recognized certification exams or other assessments leading toward industry-recognized postsecondary credentials;
“(G) efforts to recruit and retain career and technical education program administrators and educators;
“(H) where applicable, coordination with other education and workforce development programs and initiatives, including career pathways and sector partnerships developed under the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.) and other Federal laws and initiatives that provide students with transition-related services, including the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);
“(I) expanding opportunities for students to participate in distance career and technical education and blended-learning programs;
“(K) improving career guidance and academic counseling programs that assist students in making informed academic and career and technical education decisions, including academic and financial aid counseling;
“(L) supporting the integration of employability skills into career and technical education programs and programs of study;
“(M) supporting programs and activities that increase access, student engagement, and success in science, technology, engineering, and mathematics fields (including computer science) for students who are members of groups underrepresented in such subject fields;
“(N) providing career and technical education, in a school or other educational setting, for adults or a school-aged individual who has dropped out of a secondary school to complete secondary school education or upgrade technical skills;
“(O) career and technical student organizations, including student preparation for and participation in technical skills competitions aligned with career and technical education program standards and curriculum;
“(P) making all forms of instructional content widely available, which may include use of open educational resources;
“(Q) supporting the integration of arts and design skills, when appropriate, into career and technical education programs and programs of study;
“(R) where appropriate, expanding opportunities for CTE concentrators to participate in accelerated learning programs (described in section 4104(b)(3)(A)(i)(IV) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7114(b)(3)(A)(i)(IV)) as part of a program of study; and
The Act (20 U.S.C. 2301 et seq.) is amended—
(1) in section 311(b)—
(A) in paragraph (1)—
(i) by amending subparagraph (A) to read as follows:
“(A) IN GENERAL.—Except as provided in subparagraph (B), (C), or (D), in order for a State to receive its full allotment of funds under this Act for any fiscal year, the Secretary must find that the State’s fiscal effort per student, or the aggregate expenditures of such State, with respect to career and technical education for the preceding fiscal year was not less than the fiscal effort per student, or the aggregate expenditures of such State, for the second preceding fiscal year.”;
(ii) in subparagraph (B), by striking “shall exclude capital expenditures, special 1-time project costs, and the cost of pilot programs.” and inserting “shall, at the request of the State, exclude competitive or incentive-based programs established by the State, capital expenditures, special one-time project costs, and the cost of pilot programs.”; and
(iii) by adding after subparagraph (C), the following new subparagraph:
“(D) ESTABLISHING THE STATE BASELINE.—
“(i) IN GENERAL.—For purposes of subparagraph (A), the State may—
“(I) continue to use the State’s fiscal effort per student, or aggregate expenditures of such State, with respect to career and technical education, as was in effect on the day before the date of enactment of the Strengthening Career and Technical Education for the 21st Century Act; or
“(II) establish a new level of fiscal effort per student, or aggregate expenditures of such State, with respect to career and technical education, which is not less than 90 percent of the State’s fiscal effort per student, or the aggregate expenditures of such State, with respect to career and technical education for the preceding fiscal year.
“(ii) AMOUNT.—The amount of the new level described in clause (i)(II) shall be the State’s fiscal effort per student, or aggregate expenditures of such State, with respect to career and technical education, for the first full fiscal year following the enactment of the Strengthening Career and Technical Education for the 21st Century Act.”; and
(B) by striking paragraph (2) and inserting the following:
“(2) FAILURE TO MEET.—The Secretary shall reduce the amount of a State’s allotment of funds under this Act for any fiscal year in the exact proportion by which the State fails to meet the requirement of paragraph (1) by falling below the State’s fiscal effort per student or the State’s aggregate expenditures (using the measure most favorable to the State), if the State failed to meet such requirement (as determined using the measure most favorable to the State) for 1 or more of the 5 immediately preceding fiscal years.
(2) in section 317(b)(1)—
(6) by inserting after section 218 (as so redesignated) the following:
“SEC. 219. Study on programs of study aligned to high-skill, high-wage occupations.
“(a) Scope of study.—The Comptroller General of the United States shall conduct a study to evaluate—
“(1) the strategies, components, policies, and practices used by eligible agencies or eligible recipients receiving funding under this Act to successfully assist—
“(A) all students in pursuing and completing programs of study aligned to high-skill, high-wage occupations; and
“(B) any specific subgroup of students identified in section 1111(h)(1)(C)(ii) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(h)(1)(C)(ii)) in pursuing and completing programs of study aligned to high-skill, high-wage occupations in fields in which such subgroup is underrepresented; and
“(b) Consultation.—In carrying out the study conducted under subsection (a), the Comptroller General of the United States shall consult with a geographically diverse (including urban, suburban, and rural) representation of—
Section 15(e)(2) of the Wagner-Peyser Act (29 U.S.C. 49l–2(e)(2)) is amended—
(1) by striking subparagraph (B) and inserting the following:
“(B) consult with eligible agencies (defined in section 3 of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2302)), State educational agencies, and local educational agencies concerning the provision of workforce and labor market information in order to—
“(i) meet the needs of secondary school and postsecondary school students who seek such information; and
“(ii) annually inform the development and implementation of programs of study defined in section 3 of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2302), and career pathways;”;
(4) by inserting after subparagraph (H) the following new subparagraph:
“(I) provide, on an annual and timely basis to each eligible agency (defined in section 3 of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2302)), the data and information described in subparagraphs (A) and (B) of subsection (a)(1).”.
Union Calendar No. 109 | |||||
| |||||
[Report No. 115–164] | |||||
A BILL | |||||
To reauthorize the Carl D. Perkins Career and Technical Education Act of 2006. | |||||
June 7, 2017 | |||||
Reported with an amendment, committed to the Committee of the Whole House on the State of the Union, and ordered to be printed |