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.