((a)) ** General authority** From amounts reserved under , each eligible agency shall—
((1)) conduct State leadership activities to improve career and technical education, which shall include support for—
((A)) preparation for non-traditional fields in current and emerging professions, programs for special populations, and other activities that expose students, including special populations, to high-skill, high-wage, and in-demand occupations;
((B)) individuals in State institutions, such as State correctional institutions, including juvenile justice facilities, and educational institutions that serve individuals with disabilities;
((C)) recruiting, preparing, or retaining career and technical education teachers, faculty, specialized instructional support personnel, or paraprofessionals, such as preservice, professional development, or leadership development programs; and
((D)) technical assistance for eligible recipients; and
((2)) report on the effectiveness of such use of funds in achieving the goals described in and the State determined levels of performance described in , and reducing disparities or performance gaps as described in .
((b)) ** Permissible uses of funds** The State leadership activities described in subsection (a) may include—
((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 ;
((3)) establishing statewide articulation agreements aligned to approved programs of study;
((4)) establishing statewide industry or sector partnerships among local educational agencies, institutions of higher education, adult education providers, Indian Tribes and Tribal organizations that may be present in the State, employers, including small businesses, and parents, as appropriate to—
((A)) develop and implement programs of study aligned to State and local economic and education needs, including, as appropriate, in-demand industry sectors and occupations;
((B)) facilitate the establishment, expansion, and integration of opportunities for students at the secondary level to—
((i)) successfully complete coursework that integrates rigorous and challenging technical and academic instruction aligned with the challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 []; and
((ii)) earn a recognized postsecondary credential or credit toward a recognized postsecondary credential, which may be earned through a dual or concurrent enrollment program or early college high school, at no cost to the student or the student’s family; and
((C)) facilitate work-based learning opportunities (including internships, externships, and simulated work environments) into programs of study;
((5)) for teachers, faculty, specialized instructional support personnel, and paraprofessionals 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 [ et seq.] and title II of the Higher Education Act of 1965 [ 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 [] and relevant technical knowledge and skills, including programming jointly delivered to academic and career and technical education teachers;
((B)) prepares career and technical education teachers, faculty, specialized instructional support personnel, and paraprofessionals to provide appropriate accommodations for students who are members of special populations, including through the use of principles of universal design for learning, multi-tier systems of supports, and positive behavioral interventions and support; and
((C)) increases the ability of teachers, faculty, specialized instructional support personnel, and paraprofessionals providing career and technical education instruction to stay current with industry standards and earn an industry-recognized credential or license, as appropriate, including by assisting those with relevant industry experience in obtaining State teacher licensure or credential requirements;
((6)) supporting eligible recipients in eliminating inequities in student access to—
((A)) high-quality programs of study that provide skill development; and
((B)) effective teachers, faculty, specialized instructional support personnel, and paraprofessionals;
((7)) awarding incentive grants to eligible recipients—
((A)) for exemplary performance in carrying out programs under this chapter, which awards shall be based on—
((i)) eligible recipients exceeding the local level of performance on a core indicator of performance established under in a manner that reflects sustained or significant improvement;
((ii)) eligible recipients effectively developing connections between secondary education and postsecondary education and training;
((iii)) the integration of academic and technical standards;
((iv)) eligible recipients’ progress in closing achievement gaps among subpopulations who participate in programs of study; or
((v)) other factors relating to the performance of eligible recipients under this chapter as the eligible agency determines are appropriate; or
((B)) if an eligible recipient elects to use funds as permitted under ;
((8)) providing support for—
((A)) the adoption and integration of recognized postsecondary credentials and work-based learning into programs of study, and for increasing data collection associated with recognized postsecondary credentials and employment outcomes; or
((B)) consultation and coordination with other State agencies for the identification and examination of licenses or certifications that—
((i)) pose an unwarranted barrier to entry into the workforce for career and technical education students; and
((ii)) do not protect the health, safety, or welfare of consumers;
((9)) the creation, implementation, and support of pay for success initiatives leading to a recognized postsecondary credential;
((10)) 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;
((11)) the creation, evaluation, and support of competency-based curricula;
((12)) 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 ;
((13)) partnering with qualified intermediaries to improve training, the development of public-private partnerships, systems development, capacity-building, and scalability of the delivery of high-quality career and technical education;
((14)) 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;
((15)) support for the integration of employability skills into career and technical education programs and programs of study;
((16)) support for programs and activities that increase access, student engagement, and success in science, technology, engineering, and mathematics fields (including computer science, coding, and architecture), support for the integration of arts and design skills, and support for hands-on learning, 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;
((17)) support for career and technical student organizations, especially with respect to efforts to increase the participation of students in nontraditional fields and students who are members of special populations;
((18)) support for establishing and expanding work-based learning opportunities that are aligned to career and technical education programs and programs of study;
((19)) integrating and aligning programs of study and career pathways;
((20)) supporting the use of career and technical education programs and programs of study aligned with State, regional, or local high-skill, high-wage, or in-demand industry sectors or occupations identified by the State workforce development board described in or local workforce development boards;
((21)) making all forms of instructional content widely available, which may include use of open educational resources;
((22)) developing valid and reliable assessments of competencies and technical skills and enhancing data systems to collect and analyze data on secondary and postsecondary academic and employment outcomes;
((23)) support for accelerated learning programs, as described in section 4104(b)(3)(A)(i)(IV) of the Elementary and Secondary Education Act of 1965 [], in the case of any such program that is part of a career and technical education program of study;
((24)) support for career academies to implement a postsecondary education and workforce-ready curriculum at the secondary education level that integrates rigorous academic, technical, and employability contents through career and technical education programs and programs of study that address needs described in the comprehensive needs assessment under ; and
((25)) other State leadership activities that improve career and technical education.
((c)) ** Restriction on uses of funds** An eligible agency that receives funds under may not use any of such funds for administrative costs, unless expressly authorized under subsection (a).section 2322(a)(2) of this title