In this subtitle the following words have the meanings indicated. “CTE” means Career and Technical Education. “CTE” includes a high school level and postsecondary registered apprenticeship program approved by the Division of Workforce Development and Adult Learning within the Maryland Department of Labor. “CTE Committee” means the Career and Technical Education Committee established under § 21–207 of this subtitle. “Federal acts” means: The Smith–Hughes Act; The George–Barden Act; The Carl D. Perkins Career and Technical Education Act; The Vocational Education Act of 1963; Any other career and technology education act of the United States Congress; and Any amendments to any of these acts.

The State of Maryland assents to the federal acts. The State Treasurer shall: Be the custodian of any money received under the federal acts; and Disburse this money in accordance with the federal acts. The State Board of Education shall: Cooperate with the appropriate federal agencies in administering the federal acts; Do anything necessary to secure the benefits of the federal acts; Facilitate the transfer of federal funds to the appropriate operational entity including the Maryland Department of Labor; and Represent this State in all matters relating to the administration of the federal acts. The State Board of Education shall be the sole State agency responsible for the administration of the Carl D. Perkins Career and Technical Education Act. On or before October 1, 2021, the State Board of Education shall request a waiver from the U.S. Department of Education to transfer to the CTE Committee responsibility for the administration of the Carl D. Perkins Career and Technical Education Act. If the waiver in this paragraph is granted, the CTE Committee shall be responsible for the administration of the Carl D. Perkins Career and Technical Education Act. The CTE Committee or the State Board of Education, as appropriate, shall include in the State plan required under the Carl D. Perkins Career and Technical Education Act goals and programs that are consistent with the Blueprint for Maryland’s Future, as defined in § 5–401 of this article, to the extent consistent with federal law.

Career and technical education programs in the public schools shall: Offer a sequence of academic and occupational courses, career development, and work experience to prepare students to begin careers and to pursue lifelong learning; and Integrate academic knowledge and occupational competence to enable students to develop the critical thinking, problem solving, employability, and technical skills required to meet the workforce preparation and economic development needs of the 21st century. Beginning with the 2023–2024 school year, career and technical education programs shall be aligned with the requirements of this section and the system implemented by the CTE Committee established under § 21–207 of this subtitle. Beginning in fiscal year 2024, the adoption of programs relating to, and the provision of, career and technical education by county boards, the State Board, and community colleges shall be consistent with the system implemented by the CTE Committee.

On or before June 1, 2024, the CTE Committee shall establish, for each school year between the 2023–2024 school year and the 2030–2031 school year, inclusive, statewide goals that reach 45% by the 2030–2031 school year, for the percentage of high school students who, prior to graduation, complete the high school level of a registered apprenticeship or another industry–recognized occupational credential. To the extent practicable, the CTE Committee shall ensure that the largest number of students achieve the requirement of this subsection by completing a high school level of a registered apprenticeship program approved by the Division of Workforce Development and Adult Learning within the Maryland Department of Labor. On or before December 1 each year, beginning in 2024, the CTE Committee shall report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly, and the Accountability and Implementation Board on the progress, by high school, toward attaining the goals established by the CTE Committee in accordance with subsection (a) of this section.

In this section, “Grant” means the Career and Technical Education Innovation Grant. There is a Career and Technical Education Innovation Grant. The purpose of the Grant is to provide funds to develop and implement a CTE curriculum framework and pathway that is innovative and includes best practices that are used by the best CTE programs around the world. The Department shall administer the Grant. A county board or a community college may submit a proposal to the Department to receive a grant for a CTE pathway that is in furtherance of the purpose of the Grant. To be eligible for a grant, an application shall identify a partnership with at least one county board, one community college, and one industry partner to develop an innovative CTE pathway that: Is of high quality; Is aligned with the skills needed by employers; Will lead to an industry–recognized license or certificate; Creates internship or apprenticeship opportunities; and Prepares students to successfully compete in a global economy. An application shall include: A description of the proposed curriculum framework and pathway that is articulated between secondary and postsecondary education or training; A business plan that includes the estimated total cost, including any one–time or capital equipping costs, of implementing the proposed curriculum framework and pathway; and Any other information required by the Department. The Department shall establish processes and procedures for accepting and evaluating applications. The Department shall make awards in a timely fashion. For each fiscal year through fiscal year 2024, the Governor shall annually appropriate at least $2,000,000 in the operating budget of the Department for the grant program. The Department may retain up to 3% of the appropriation required under this subsection to hire staff necessary to administer the grant program.

On or before December 1 each year, the Maryland Longitudinal Data System Center and the Governor’s Workforce Development Board shall report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly the available data for high school graduates for the 5–year period after graduation on: Wages earned; Hours worked per week; and The industry in which the individuals are employed.

The Department, the Interagency Commission on School Construction, and the Maryland Stadium Authority shall collaborate with local school systems and community colleges to develop a career and technical education program or an apprenticeship pathway in school building maintenance that leads to an industry recognized certificate or credential.

In this section the following words have the meanings indicated. “Regional counties” means Caroline County, Dorchester County, Kent County, Queen Anne’s County, and Talbot County. “Regional CTE school” means a school or part of a school that provides career and technical education programs to public high school students in the regional counties. “School” includes a public institution of higher education located within the regional counties. Two or more county boards of the regional counties may establish a regional CTE school. A regional CTE school may not be established unless at least two county boards of the regional counties, the governing bodies of those regional counties, and the board of trustees of the public institution of higher education, if applicable, approve the establishment of the regional CTE school. Participating county boards of the regional counties, the governing bodies of those regional counties, and the board of trustees of the public institution of higher education, if applicable, shall enter into a binding memorandum of understanding that provides for the governance, operations, financing, and maintenance of the regional CTE school. Any State or local education aid required under Title 5, Subtitle 2 of this article or other provisions of this article is to be calculated and distributed as required in those sections of law unless otherwise agreed to in the memorandum of understanding required in subsection (b) of this section. Except as otherwise provided in this section, a regional CTE school shall comply with the regulations and provisions of law governing other public schools. A regional CTE school shall operate under the terms of the collective bargaining agreement between the county board and the exclusive bargaining representative that is in effect in the county where the school is located.

There is a Career and Technical Education (CTE) Committee. The CTE Committee is a unit within the Governor’s Workforce Development Board established under Title 11, Subtitle 5 of the Labor and Employment Article. The CTE Committee shall operate under the oversight of the Accountability and Implementation Board, established under Title 5, Subtitle 4 of this article. The purpose of the CTE Committee is to direct and coordinate the development of an integrated, globally competitive and aligned system for providing CTE to Maryland students in public schools, institutions of postsecondary education, and the workforce. The CTE Committee shall strive to integrate CTE in secondary and postsecondary institutions in the State. The CTE Committee shall consist of individuals who collectively reflect, to the extent practicable, the industrial, geographical, racial, ethnic, cultural, and gender diversity of the State. The CTE Committee is composed of the following members of the Governor’s Workforce Development Board: The State Superintendent; The Secretary of Higher Education; The Secretary of Labor; The Secretary of Commerce; and Seven members, jointly selected by the Governor, the President of the Senate, and the Speaker of the House of Delegates, who collectively represent: Employers; Industry or trade associations; Labor organizations; Community colleges; The agricultural community; and Experts in CTE programming. The Governor, the President of the Senate, and the Speaker of the House of Delegates jointly shall appoint a chair of the CTE Committee from among the committee members who are employer representatives. A member of the CTE Committee: May not receive compensation as a member of the CTE Committee; and Is not entitled to reimbursement for expenses under the Standard State Travel Regulations for duties performed under this section. The CTE Committee may employ additional staff necessary to carry out the committee’s functions as provided in the State budget. The CTE Committee shall perform the following duties: Develop a statewide framework for CTE that prepares students for employment in a diverse, modern economy; Allocate roles and responsibilities to State agencies for the credentialing of students, including those engaged in CTE programs; Adopt and, where appropriate, develop and regularly update, in accordance with § 21–210 of this subtitle, a comprehensive and cohesive system of career pathway information, including necessary skills, knowledge, competencies, and credentialing standards to drive the State’s workforce development and CTE systems; Work with the business community, including nonprofit entities and apprenticeship sponsors, to develop CTE learning opportunities; Bring together representatives from public schools, institutions of postsecondary education, and the business community, including nonprofit entities and apprenticeship sponsors, to ensure that CTE programs are aligned with the State’s economic development and workforce goals and operate with best global practices; Set content qualification and recruitment standards for CTE instructors; Determine which programs should be approved for credit towards high school graduation requirements; Address operational issues associated with delivering CTE programs to students, including transportation to and from job sites; Review agency budget proposals involving CTE and make recommendations to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly on or before December 15 each year; Monitor the progress of CTE in the State, including progress on implementing the CTE goals in the Blueprint for Maryland’s Future; Develop yearly goals for each county board to reach the statewide goal under § 21–204 of this subtitle that 45% of public high school students complete the high school level of a registered apprenticeship or another industry–recognized credential before they graduate; Track progress toward and perform any tasks necessary to achieve the statewide goal under § 21–204 of this subtitle that 45% of public high school students complete the high school level of a registered apprenticeship or another industry–recognized credential, as defined by the CTE Committee, before they graduate; Establish, administer, and supervise the CTE Expert Review Teams established under § 5–412 of this article; Using State accountability data, identify schools to be reviewed by CTE Expert Review Teams in which sufficient numbers of students or groups of demographically distinct students are not making adequate progress towards the completion of the CTE pathway; Submit to the Accountability and Implementation Board plans for deploying CTE Expert Review Teams, and deploy the teams in accordance with approved plans; Share information on CTE education with the Accountability and Implementation Board; Make recommendations and provide guidance on setting the occupational standards necessary for a strong CTE system that shall form the basis for the post–CCR CTE pathway required under § 7–205.1(g)(3) of this article; In collaboration with and subject to the approval of the Governor’s Workforce Development Board and in consultation with other industry representatives, develop and maintain a list of high–skill, high–wage, or in–demand priority occupations for the State; In accordance with § 21–211 of this subtitle, make recommendations to State agencies and offices, including to the Department, the Maryland Department of Labor, the Maryland Higher Education Commission, and the Accountability and Implementation Board, on adjustments to the State’s CTE system to ensure the system: Remains globally competitive; Is administered according to best global practices; and When informing the design of courses and programs of study, leverages the career pathway and occupational standards developed under § 21–210 of this subtitle; and Perform any other duties assigned by the Governor’s Workforce Development Board. The CTE Committee may: Make grants to innovative programs developed by public schools, institutions of postsecondary education, apprenticeship sponsors, nonprofits, and other persons that help further the CTE Committee’s purpose; Contract with a public or private entity to research and analyze the provision of CTE to students; Create advisory structures necessary to ensure essential input from educators, parents, unions, employers, apprenticeship sponsors, community organizers, local workforce boards, and other key stakeholders; and Adopt any regulations necessary to carry out the committee’s duties and administer CTE in the State. A majority of CTE Committee members constitutes a quorum. Action by the CTE Committee requires the affirmative vote of a majority of the committee members present. Each year, the CTE Committee shall report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly, and the Accountability and Implementation Board. The CTE Committee’s report shall include: An annual assessment of the state of CTE within the State; and Statutory, regulatory, budgetary, and structural changes needed to address the challenges of the evolving CTE system. Any student–level information in the CTE Committee’s report shall be disaggregated by race, ethnicity, gender, family income level, linguistic status, and disability status.

For each occupation on the list developed under § 21–209(h) of this subtitle, the CTE Committee shall develop, in collaboration with the Governor’s Workforce Development Board, comprehensive, publicly accessible career pathway information. The career pathway information shall include information on: Skills, knowledge, competencies, experience, or credential standards for each occupation; Concrete steps to obtain the skills, competencies, experiences, or credentials necessary to advance on a career pathway or to higher–paying roles in a profession; Credentials to be issued at each stage of career pathway advancement; and Necessary criteria to be awarded a credential. The career pathway information shall be adopted by the Governor’s Workforce Development Board. All State agencies and relevant workforce development and education programs shall use the list of occupations developed under § 21–209(h) of this subtitle and career pathway information developed under this section as a guideline for curriculum alignment, credentialing, and career advancement.

In making the recommendations required under § 21–209(h) of this subtitle regarding adjustments to the State’s CTE system, the CTE Committee shall strive to create a comprehensive, unified system of career progression that: Is attuned to the State’s workforce needs; Features integration among as many industries as possible; Features performance assessments administered by industry practitioners whenever possible; Allows a student trained in one career to seamlessly transfer the student’s skills and education to a new career in a different field; Incorporates professional workplace soft skills, including interpersonal and communication skills, time management, business etiquette, and use of common business tools; and Incorporates education in high school, community college, and other postsecondary occupational training programs into a unified system that will provide students with credentials at various points that build on previous credentials.