Article - Education
(a) There is a Career and Technical Education (CTE) Committee.
(b) (1) The CTE Committee is a unit within the Governor’s Workforce Development Board.
(2) The CTE Committee shall operate under the oversight of the Accountability and Implementation Board, established under Title 5, Subtitle 4 of this article.
(c) (1) The purpose of the CTE Committee is to build an integrated, globally competitive framework for providing CTE to Maryland students in public schools, institutions of postsecondary education, and the workforce.
(2) The CTE Committee shall strive to integrate CTE in secondary and postsecondary institutions in the State.
(3) The CTE Committee shall consist of individuals who collectively reflect, to the extent practicable, the geographical, racial, ethnic, cultural, and gender diversity of the State.
(d) The CTE Committee is composed of the following members of the Governor’s Workforce Development Board:
(1) The State Superintendent;
(2) The Secretary of Higher Education;
(3) The Secretary of Labor;
(4) The Secretary of Commerce;
(5) The chair of the Skills Standards Advisory Committee, established under § 21–208 of this subtitle; and
(6) The following six members, jointly selected by the Governor, the President of the Senate, and the Speaker of the House of Delegates, who collectively represent:
(ii) Industry or trade associations;
(iii) Labor organizations;
(iv) Community colleges;
(v) The agricultural community; and
(vi) Experts in CTE programming.
(e) 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’s members.
(f) A member of the CTE Committee:
(1) May not receive compensation as a member of the CTE Committee; and
(2) Is not entitled to reimbursement for expenses under the Standard State Travel Regulations for duties performed under this section.
(g) The CTE Committee may employ additional staff necessary to carry out the committee’s functions as provided in the State budget.
(h) The CTE Committee shall perform the following duties:
(1) Develop a statewide framework for CTE that prepares students for employment in a diverse, modern economy;
(2) Allocate roles and responsibilities to State agencies for the credentialing of students engaged in CTE programs;
(3) Adopt and, where appropriate, develop and regularly update a comprehensive and cohesive system of occupational skills standards to drive the State’s CTE system;
(4) Work with the business community, including nonprofit entities and apprenticeship sponsors, to develop CTE learning opportunities;
(5) 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;
(6) Set content qualification and recruitment standards for CTE instructors;
(7) Determine which programs should be approved for credit towards high school graduation requirements;
(8) Approve, reject, or modify the proposals made by the CTE Skills Standards Advisory Committee established under § 21–208 of this subtitle to establish CTE programs for public school students;
(9) Address operational issues associated with delivering CTE programs to students, including transportation to and from job sites;
(10) 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;
(11) Monitor the progress of CTE in the State, including progress on implementing the CTE goals in The Blueprint for Maryland’s Future;
(12) Develop yearly goals for each county board to reach the statewide goal under § 21–204 of this subtitle that 45% of public school students achieve an industry–recognized occupational credential before they graduate;
(13) 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 achieve a youth apprenticeship or any other industry–recognized occupational credential before they graduate;
(14) Establish, administer, and supervise the CTE Expert Review Teams established under § 5–412 of this article;
(15) Using State accountability data, identify schools to be investigated 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;
(16) Submit to the Accountability and Implementation Board plans for deploying CTE Expert Review Teams, and deploy the teams in accordance with approved plans;
(17) Share information on CTE education with the Accountability and Implementation Board; and
(18) Perform any other duties assigned by the Governor’s Workforce Development Board.
(i) The CTE Committee may:
(1) 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;
(2) Contract with a public or private entity to research and analyze the provision of CTE to students;
(3) 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
(4) Adopt any regulations necessary to carry out the committee’s duties and administer CTE in the State.
(j) (1) A majority of CTE Committee members constitutes a quorum.
(2) Action by the CTE Committee requires the affirmative vote of a majority of the committee members present.
(k) (1) 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.
(2) The CTE Committee’s report shall include:
(i) An annual assessment of the state of CTE within the State; and
(ii) Statutory, regulatory, budgetary, and structural changes needed to address the challenges of the evolving CTE system.
(3) 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.